subtest reading, lang, lit Flashcards
Linguistics: 3 parts
- structure: morphology (unit of meaning)+ syntax (arrangement)
- sound: phonology (speech sounds)
- meaning: semantics (analysis of word meaning)
alphabetic principle (3 parts)
- letters are named and have upper and lowercases
- each letter and groups of letters have sounds
- using letter sound correspondence words are decided, pronounced, spelled
affix
bound ( no word) morpheme that can be added to a stem = word
prefix
suffix
automaticity
reading accurately and effortlessly
blending
fluidly combining sounds to make words
combining onsets and rimes = words
concepts of print
read top to bottom, right to left etc.
spaces indicate separate words
print represents words and meaning
decoding
translating print into spoken word
word identification
denotative meaning
connotative meaning
denotative ( literal meaning)
connotative ( suggested meaning)
derivational morpheme
smallest unit of a word that has meaning (syllable, affix, or root)
idiolect
individual speech patterns or habbits
morphology
study of word formation (study of stems, affixes, structures)
morpheme
unit of meaning that can’t be divided into smaller parts ( book)
onset-rime
onset- phonological unit before vowel sound (b) in book
rime- part that follows (ook) in boo
not all words have it
teaching it help children decode words
phoneme
smallest part of lang. that makes a difference in meaning
english=about 41 phonemes
/ch/ /e/ /ck/ 3 phonemes
/oh/ 1 phoneme
phonemic awareness
largest predictor in ability to read
ability to hear, identify, and manipulate the individual sounds—phonemes—in spoken words
phonics def:
phonics goal:
method of teaching reading and spelling uses symbol-sound rln.
used in beginning instruction
rln of phonemes (sounds) and graphemes (letters/ symbols)
goal: help children learn and use alphabetic principle.
phonological awareness
listening skill—develops preK
1. sounds make up word
2. sounds can be manipulated
3. words can separated (sounds syllables rhymes)
4. words have meaning
( phonological awareness is 1 component of phonemic awareness)
pragmatic
ability to engage in conversational speech
( speech + allowing for response + nonverbal communication)
prosody
component of fluency
reading with expression
includes: emphasis, intonation, stress, pitch, pauses, phrasing, emotional states, question or comment
segmenting
breaking up words into phonemes
or syllables or onset-rime
lang mile stones
0-12 m
eye contact
gestures
vocalizations
coo
cry
babble
consonant-vowel strings da-da-da
lang mile stones
12-24 m
first monosyllabic words (familiar objects)
lang mile stones
2 years
two word sentences
grammatical rln
lang milestones
3-4 years
dramatic advances
8-9 new words per day
vocab 1000 words
lang milestones
4 years old
private speech
plurals —cats
possessive —cat’s
adding -ing to verbs —running
adj (2 for 1 noun)
lang milestone
5-7 years
asking why
metaphor
4-5 word sentences
use sentence types: declarative, interrogative, imperative
by age 6 near adult ability
vocab 2500
understand 8000-14000 words
child directed speech
0-24 m motherese
holophrase
8-12 m
using one- word + gesture to convey meaning
telegraphic speech
2 years
shortened speech phrases
i hot
i want
no go
fast mapping
2-5 years
using context of words to learn meaning
(researchers Carey and Bartlett, 1978 used familiar color object (blue) with unfamiliar (beige) to teach unfamiliar color
Carey drew a map on a bartlett pear fast!
private speech
3 years
talking out loud to oneself
no intent to communicate to others ( as using private speech)
Lev Vygotsky— use to practice language— private speech is responsible for all higher levels of intellectual functioning.
Lev Vygotsky
private speech
private speech used to be more completed at language
private speech responsible for higher levels of intellectual functioning.
overregularization
5 years
misusing regular rules of grammar
foots instead of feet
lang acquisition theories:
universal lang acquisition theory
Noam Chomsky ( chom (p) (in the) sky)
lang innate/ universally inherited
bbs are pre wired to learn lang
children know how to combine noun + verb
lang develops when children interact with environment.
brain pathways form as children interact ( neuroplasticity)
Noam Chomsky
universal lang theory
newborns wired to learn language
lang acquisition key theories:
Critical Period Lang Aquisition
first few years of life are optimal for lang acquisition
infancy-puberty
“critical period”
Vygotsky’s Second Lang Acquisition Theory
thought dev is determined by language
rln b/t thinking process and lang process
lang center of all learning processes
lang shapes thoughts, perceptions
student must think b/4 they can form new ideas
must be competent in primary lang to learn new one (second language)
language and thought are resources for each other.
Krashen’s Second lang acquisition theory
primary lang- unconscious implicit process
secondary lang- conscious explicit process
5 stages of learning second lang
ELL
English language learner
Krashen’s natural order hypothesis
5 steps:
natural order to second lang acquisition:
1. preproduction
2. early production
3. speech emergence
4. intermediate fluency
5. advanced fluency
krashen’s stages of second language acquisition
stage one
preproduction: little to no skills//use yes, no, pointing, or acting out
instructional strategies
anguage Acquisition
Instructional Strategies
• Use visual aids (pictures, graphics, media).
• Use gestures to communicate.
• Use simple question prompts.
• Focus on minimal key vocabulary words and phrases
• Assign writing exercises that combine pictures simple words.
• Provide instruction that is sensitive to cultural and academic competencies.
Krashen’s stages of second language acquisition
stage two
early production:
limited comprehension and language skills
1-2 word responses
telegraphic speech
instructional strategies:
• Use preproduction strategies, especially visual aids (pictures, graphics, media).
• Use question prompts that require a “yes/no” or «either/or” answer.
• Use question prompts that require a familiar one- or two-word response.
• Help students expand one- or two-word responses.
• Use games and role playing to help students learn new vocabulary.
• Use handouts and worksheets with fill-in-the-blank (cloze) exercises.
Krashen’s stages of second language acquisition
stage 3
3: speech emergence:
increased comprehension and language skills
simple sentences
grammar errors
reading comp and writing limited
instructional strategies:
• Use question prompts that ask students to answer “who, what, where, why, and how” in written assignments.
• Use question prompts that require a written or oral response of at least one sentence.
• Ask students to write in a daily journal.
• Use games and role playing to illustrate oral and written text.
• Use media, technology, and the Internet to illustrate examples.
• Ask students to problem-solve using real-world events.
Krashen’s stages of second language acquisition
stage 4
stage 4: intermediate fluency
increased command of lang and comprehension
combine phrases and sentences
good oral and written skills
instructional strategies:
• Use instruction that includes analyzing complex reading, writing, and speaking assignments.
• Apply reading instruction assignments that include the students’ ability to paraphrase, define, compare, contrast, summarize, describe, and explain text.
• Help students expand language through oral presentations and discussions.
• Ask students to write in a daily journal.
• Assign reading assignments for a variety of genres from fiction and nonfiction texts.
• Encourage the use of media, technology, and the Internet.
• Increase students’ ability to problem-solve in reading and writing assignments.
krashen’s stages second language acquisition
stage 5
stage 5: advanced fluency
competence in oral and written language
able to participate fully in classroom activities
instructional strategies:
participate in grade/level expectations. assist as needed according to academic proficiencies and cultural implications
Marilyn Adams
researcher, educator
phonemic awareness instruction
phoneme isolation first found in ball
phoneme identity (find words with same sounds)
phoneme substitution
phoneme segmenting b-a-t
phoneme blending -/ listen b-a-t say bat
phonological awareness in classroom
rhymes
onset-rime
syllables
phonemic awareness vs phonics
phonemic A : sounds make words
phonics: predictable rln b/t phonemes and graphemes
phonemic A;
sounds, oral, awareness of individual sounds, auditory and oral, manipulate sounds
phonics: graphemes, print, sound spelling (print), sound symbol rln, visual and auditory, read and write
good phonics instruction:
systematic and explicit and sequence imp.
sound -symbol
sound -spellings
alphabetic principle
phonics in classroom
steps:
assess
plan (systematic, explicit, sequenced
explicitly teach
positive feedback
resource material (select)
fluency practice
ongoing assessment
fluency
def;
ability to read text accurately, effortlessly, with expression (prosody)
prosody
def:
reading with expression (emphasis, stress, intonation, pitch, pauses, phrasing)
fluency in classroom:
teacher read aloud daily (model)
students practice at independent reading level (90% accuracy, 1/20 words misread)
CHECK THIS 1/20 is 95%
2/20 is 90%
use variety of materials
tests: WCPM, Fry, Prosody check list (____, Lane, Pullen 2005 Prosody checklist)
metacognition
thinking about thinking
comprehension activities
monitoring comprehension—(where is difficulty, what is difficulty) restate, look back, look forward
use graphic organizer—map, web (semantic organizer/ web/ map)
clarifying—explicit info —stated in text
implicit—what’s implied, what’s the tone or attitude?
story structure—story maps
summarize, predict, paraphrase
use prior knowledge/ vocab
mental imagery (visualize story, character, setting)
relate content to self or other books
Beck, mcKeown, Kucan
vocabulary tiers
tier 1–everyday words
tier 2- high-frequency general academic ( most instruction here)
tier 3- low-frequency context-specific
( molecule etc)
test: concepts of print
Marie Clay’s Concepts About Print
CAP
given in KG
title, front, back, capital letters, where story begins, spaces, words
test: sound decoding
(phonics inventory)
Shelby e -BPST II (basic phonics skills test)
AND
Fry Phonics Patterns
students given BPST sheet of letters and blends and asked to read
correct responses are recorded
test: phoneme segmentation
(phonemic awareness)
Yopp-Singer Test of Phonemic Segmentation
KG-1st grade
given 22 words asked to segment/ break word apart
dog— /d/ /o/ /g/
test: phoneme deletion
( phonological awareness)
Rosner’s Test of Auditory Analysis Skills
TAAS
KG
say cowboy say cowboy without “boy”
test: reading fluency and comprehension
(oral fluency)
Fry’s Oral Reading Assessment
tests if student needs more practice decoding
gives WCPM (words correct per minute)
WCPM
words correct per minute
fry’s peak reading assessment
read 2 -3 passages
read 1 minute.
score with words read- errors = WCPM
average scores from 2 to 3 passages
word recognition/ reading ability level
(reading ability assessment)
San Diego Quick / 40L Quick
Screen Reading Grade Level Test
student reads word list
(there are no context clues as when reading a passage)
prosody checklist
Hudson, Lane, Pullen 2005
reading with expression
( pauses, mental states, time, emphasis, inflection, tone)
test: spelling
Francine Johnson’s Primary and Elementary Spelling Inventories
Pearson’s Words Their Way
5 stages of writing process
prewriting
writing
revising
editing
publishing
transition words
use in essays between P’s
more over, additionally, hence, secondly, since, while, uniquely, on the other hand, on the contrary, in addition
Step 1 writing
prewriting includes:
understanding task
understanding purpose (inform or persuade)
understand audience
note taking ( include reference)
outlining
graphic organizer (cluster or Venn diagram)
step 2 writing process:
writing draft
get ideas on paper
intro—thesis + 3 explicitly stated supporting points.
3 body Ps —order most important point first. summary sentence for each P. transition.
Conclusion —summary, connect ideas or 3 body Ps (state points in same order)
step 3 writing process
revising
modify, rearrange, revisit task, purpose, audience, clarity, logical development.
flow and clarity
recheck citations
step 4 writing process
editing
proofreading
minor changes and corrections
sentence structure
mechanical errors
references
step 5 writing process
publishing
add illustrations, copyright, references
bind
print
or electronic file
principles of composition:
name 5
paragraph unity —-“ thought units”
Struck and White “Elements of Style” paragraph is one topic of thought. include examples, topic sentence, summary sentence.
active voice—(not passive) subject performs action
Word Choice— diction. precise language, brief and specific,
Transitional Words and Phrases—continue flow, move reader to next idea.
Context— writing appropriate for situation (research paper, essay, summary) may have different tone, vocab, organization
argument writing:
essay, research papers
- state issue
- investigate (research)
- evaluate/ make claim
- support with reasoning, logic, evidence (examples, claims, counterclaims, pros and cons)
note: logos (evidence) for argument writing
pathos ( emotion) for persuasive writing
informative writing
essays
to inform, describe, explain,
unbiased (don’t give opinion)
third person, scholarly tone
literary analysis
instructions
summaries
historical report
use primary and secondary sources
cite as needed
narrative writing
essays
expressive or creative writing
entertain, inform, or instruct
tells a story
draws from personal stories
story like build to climax of action
timeline (may have)
appeal to senses (sight, sound etc)
stories, autobiographies
play, poem, myth, fables
4 types of clauses
independent
dependent
relative
noun
relative pronouns
relative adverbs
rel pronoun—who whom whose which that
rel adv—where when why
(begin relative clauses)
adverberial dependent clauses
contain:
subj, verb, subordinating conjunction
describe verb, adv, adj,
subordinating conj.
links subordinate/ dependent clause to rest of sentence.
ex. before because although since after wherever, as if, if, so that etc
adverb types
adverbs of: time, place, manner, frequency, degree,
( condition —if…
( purpose—so that…
( concession—although…
conjunctive adverbs are used for:
examples:
transitions—connecting 2 thoughts.
additionally, indeed, consequently, still. nevertheless, however,
5 verb moods
indicative
imperative
interrogative
conditional (if then)
subjunctive ( not reality, verb in “wrong tense ex. I wish I were a bird)
conjunctive adverb
word provides connection to previous clauses or sentence. provides transition
however
therefore
nevertheless
meanwhile
finally
next
indeed
etc.
relative clause
adj clause
subj + verb (not complete thought)
begins with rl. pronoun:
rl. adj:
who
whom whose
which that
or rl adv:
where when why
allophone
variations of the same phoneme (smallest meaningful speech sounds)
“t” in kitten sounds different than “t” in atom.
free morphemes
stand-alone morphemes:
2 categories
lexical ( independent meaningful: cat)
grammatical/ functional (pronouns, conjunctions, preposition: but, the, she, in etc.)
bound morphemes
def
3 types
cannot stand alone.
roots (ject in subject)
derivational (prefix and suffix—adds meaning—de, pre, ly, able)
inflectional (suffix: s, ing, ed, en, ‘s, er, est) no change in meaning
ex. “S” in cats
“ly, ness, did, poly…”
l
semantics def
differences that people have in meanings of words
AND
in linguistics, studying how meaning is constructed in written or spoken language.
semantics
3 types:
formal—rln b/t words and meanings from philosophical or mathematical view
lexical—study of word meanings—metaphor and literary devised. considers context and nuance ( shades of meaning)
conceptual—dictionary meaning of a word. SIGN—a word that represents a concept.
semantics types:
denotation—dictionary/ literal meaning
connotation—figurative meaning or layers of meaning
linguistics
the scientific study of language and how people use it
pragmatic language
language that can only be understood in trends of aspects of the situation in which is used.
rules—ex. how we use lang. how much should we say to answer a question. when should we ask more? how much space should we give a response.
CONVERSATIONAL IMPLICATURE—meaning can be informed by the current conversation ex. teacher: did you do your HW? student: i had practice== is understood to mean, no i didn’t do HW.
rule—people should make true statements. so the test was a breeze means t the test was easy.
SPEECH ACTS—tell us what kind of statements are making a promise. etc
near-side pragmatic
needing the context of sentence to understand the meaning.
resolving ambiguity.
ex. i saw a star. ( movie? or sky star?)
also i like that hat. we need context to know who is I? which hat?
far-side pragmatically
rules that as extra meaning to what is said.
implied meaning added to literal meaning.
making inferences.
conversational implicature.
ex. do you know where y book is?
i was reading in the kitchen.
== i left your book in the kitchen.
who developed field of pragmatics?
1960s
JL Austin
HP Grice
Austin—ways we use language. acts of language
Grice—unspoken rules of language
rule: COOPERATIVE PRINCIPLE-use language to best help those you are talking with.
rule: RELEVANT RULE only say things relevant to conversation
rule: Speak truth
phonological recoding
using alphabetic understanding to relate sounds to letters and decode and recode words
orthography
writing conventions (using alphabet)
“straight writing” deals with spelling.
“correct writing”
syntax
order of words
expressive lang/ receptive lang
EL: express ideas with words
RL: understand or comprehend words
5 stages of language development
pre-linguistic—cooing 0-6m
babbling—repetitive and variegated babbling 6m-1yr
first words—attach meaning to words 6m- 2yr
two word—discover syntax. overextension (calling every animal dog) rapid vocab, 2 ur old lasting 6 months
telegraphic—2 1/2 years old. to about 6 years— truncated speech ( me want sandwich. me go bed)
B. F. Skinner
behaviorist
positive and negative reinforcement
operant conditioning (sounds made and reinforced by parent response —smile or attention)
interactions perspective
lang. dev
info processing theorists ( intrinsic cognitive abilities plus environmental experience) dev lang
social interaction theorist (social and language experiences = lang dev.
5 reading comprehension skills
predict
identify (authors purpose, themes)
visualize
connect (story to students/ other texts
evaluate
oral lang components
vocab skills
phonological skills
syntax (sentence structure)
morphological system
pragmatics (conversational skills)
vocab skills
(known as semantics)
receptive vocab (words you know)and expressive vocab (words you know and speak)
strong vocab skills related to strong literacy skills)
lexical knowledge (deep understanding of words)= synonyms homonyms antonyms additional meanins
phonological skills
rhymes, repeat sounds, chant, use stress and intonation, pronounce words correctly, patterns and sounds.
syntax skills
grammar of language— order
subj, verb, DO
morphological skills
meanings of parts of words
roots, prefixes, suffixes
parts tell: meaning, tense, mood, number etc
pragmatics skills
social aspect of oral language
timing
gestures
facial expression
tone
turn-taking
pauses
humor
knowing how to respond to affection
oral lang assessments
oral prompts (open-ended question, paraphrasing, multi step directions, speeches)
picture prompts ( see photo, describe)
role playing
oral summary ( text retelling)
oral interview
what is the 68-95-99.7 rule
68% of scored will be within 1 standard deviation
95% with in 2 SD
99.7 within 3 SD
standard score
formula
2types
translates raw scores to score that shows how far students performance is from the mean using standard deviation units.
raw score - mean/ Standard deviation
stanine
Z-score
stanine
standard score:
based on 1-9 scale
5 is the mean
standard deviation is 2
Z-scores
mean of 0
standard deviation 1
raw score - mean/ standard deviation
no child left behind act
2001
mandated standardized testing in 3-8, 10th
emergent literacy
components
stages
components: oral speech, concepts of print, knowledge about books (environmental print), letter knowledge, phonological awareness.
stage 0–birth to 5 imitates, writing some letter forms, pointing to pictures
stage 1– ? - 6years. knows letters, sounds, blends, manipulates phonemes, write first sounds of words.
analogy types
synonym analogy
antonym
classification
cause and effect
part-whole
characteristic
vocabulary acquisition model
pronunciation
definition
use
vocabulary learning strategies
source telling (fill in word from source sentence)
quickie rounds (like above perhaps use flash cards—game style)
whiteboard descriptions (draw or write meaning)
vocab sweep-up (flash cards with vocab words on table, students sweep-up as many as they can define)
research report components:
(3)
purpose (background, ?, and hypothesis)
procedure (material, directions)
results (data)
informational report steps
analytical reports steps
analyze situation
gather info
analyze info (trends, rln in data)
INFO draw conclusions
ANALYTICAL make recommendation
SPSS—statistical package for social sciences
cross-tabulation— allows comparison
5 components of
Oral Lang Instruction
- developing listening/ speaking skills
2.variety of spoken texts ( instrumental-empress ing needs
regulatory-influencing others
interactions-getting along
personal-expressing personal feelings
imaginary
representational-communicating info - create lang learning environment
( 3 parts: physical environment, classroom culture, opportunities to communicate - vocab and conceptual knowledge
(basic, then conceptual, uncommon) - promote auditory memory
6 components of oral language
phonology
vocabulary
grammar
morphology
pragmatics
discourse
4 ways oral lang impacts reading
- develops vocab
- communicates meanings
- teaches culture
- builds comfort with communication
archetype
def:
ex:
a pattern, situation, character, or symbol that reoccurs in the human psyche
damsel in distress
water-reps change
creature in the night
loyal retainers (side-kicks: Samwise Gamgee)
hero with fatal flaw (achilles)
6 types of mass media
traditional (song, painting, drama)
print media
electronic/broadcasting(radio,TV,movie
outdoor (billboards)
transit (in train stations, buses)
digital media advertising ( internet, SM)
3 types of media
print media
broadcast media
internet media
News Literacy
5 key questions
- authority
- artistic decisions
- audience
- interpretations
- purpose
types of persuasive speeches
problem-solution
problem-cause-solution
Monroe’s motivated sequence
(attention, need, satisfaction,
visualization, action)
comparative
chronological
spatial
topical
causal
…
selecting and refining research topic,
5 steps:
brainstorm
preliminary research
analyze research
plan the project (inform or persuade)
write thesis
tips for research materials:
- reference materials—quick info
- academic journals—peer reviewed
- magazines
- books— more in depth
- newspapers
- stats
evaluating sources
CRAAP test
currency (timely)
relevance
authority (verified) (credible author)
accuracy (supported, bias free)
purpose
literary analysis
steps
1 setting comprehension
2. characters comp (protagonist, antagonist
3. plot comp
4. setting analysis
character analysis
5. plot analysis ( exposition, rising action, climax, falling action, resolution)
6. author style and language (alliteration, imagery, foreshadowing, metaphors, themes, morals, personification, hyperbole)
3 parts of literary analysis
comprehension
interpretation
analysis
universal theme
def
theme in story telling that resonates with all humanity
universal theme examples:
coming of age (toy story)
courage and honor ( red badge of courage)
love and desire
cause and effect of rebellion (star wars)
universal idea (stories)
an idea that resonates with all humanity
ex. technology, hunger, politics/ freedom, family
character dialog
subtext
underlying, implicit meaning in dialog
character dialog can show:
conflict
social background
duplicity
humor
characterization
advances plot
create mood
literary devises
list;
diction (word choice)
imagery
metaphor
simile
point of view (POV)
structure
literary devices: poetry
caesura (pause or stop within a line)
end-stopped line (line ending in period)
enjambment (line w/o . idea carries)
internal rhyme (rhyme within)
end rhyme (rhyme at end of lines)
meter
blank verse (unrhymed- iambic pentameter)
rhyme/ slant rhyme
acrostic (letters in a word spelled begin each line)
anapest (2 unstressed, 1 stressed)
dactyl (1 stressed, 2 unstressed)
ekphrasis ( refers to a visual art—Ode on a Grecian Urn)
hyperbole
onomatopoeia
euphemism
using milder words to describe something graphic
“passed away” rather than died
allusion
ref to one work of lit. in another work of lit.
anaphora
repetition of word or phrase at beginning of successive clauses or verses
antithesis
juxtaposition of contrasting ideas in balances phrases
apostrophe
directly addressing a nonexistent person or or an inanimate object as if it were living
chiasmus
verbal pattern where second half of expression is balanced against the first but with parts reversed
when the going gets tough, the tough get going.
climax
(in poetry)
feeling of mounting intensity over 3 or more successive lines of poetry
dyphemism
negative term for another word
“snail mail” for USPS
irony
use of words that convert the opposite of their meaning
litotes
understatement where an affirmative is expressed by negating it’s opposite
it’s not the best weather (spoken during a hurricane)
she’s not the sharpest too the shed
merism
pair of contrasting words to represent totality:
body and soul
searched high and low
metonymy
words substituted for other words with close meaning
(a renaming)
“suit” for CEO type person
“track “ for horse racing
“dish” as in favorite dish for mac n’ cheese
oxymoron
contradictory terms appear side by side:
civil war
deafening silence
bitter sweet
original copy
paradox
2 statements that appear contradictory but both are true.
the more you fail, the more likely you are to succeed.
pun
play on words
joke
uses homophones
the tallest building in town in the library. it has a thousand stories.
synecdoche
figure of speech where part is used to represent a whole
hand— give your hand in marriage
wheels—referring to car
mouths— mouths to feed
blank verse
poetry with meter but not rhyme
fixed verse
poetry with a template for rhyme and meter such as a sonnet
free verse
poetry without regular rhyme or meter
character points of view
types:
first person (I)
second person (you)
third person (he she it)
limited— (to usually one persons view)
omniscient—(no limits)
objective—( most limited, external perspective)
golden age in children’s literature
1850-1900
alice in wonderland—lewis carroll
little women—louisa may alcott
tom sawyer- mark twain
informational text types
literary NF—biography. memoirs etc
expository—textbook, brochure
argument/ persuasive—letter to editor
blog content
procedural—cookbook, instruction
manual, how-to manual
textual evidence
def
examples
info evidence from verified source
quotes, paraphrase, summarize
facts, stats, anecdotes, expert testimony, illustrations, charts, tables
structures for informational texts
compare and contrast
cause and effect
problem and solution
description
informational writing evidence can be evaluated to see if
evidence is:
relevant
significant
sufficient
evaluate authors point of view
(informational writing)
- compare writers: background, bias, influences
- compare arguments: logical, support, sources
analysis of two texts;/ arguments
- P E A C (position, evidence, assumptions. counter arguments)
- rhetorical devises: language, style, tone
how to analyze 2 texts
how to synthesize
- read carefully
- identify ?? of text
- identify topic
- “ “ purpose
- “ “ main idea/ argument
- examine reasons/ evidence
- clarify unknowns (vocab)
- ask/ think critically
synthesize: review, compare purpose/ topic, find similarities/ diff, look for ways evidence fills in gaps from other text, think how they provide evidence for each other.
informal ways to assess reading level
give 5:
- Group Reading inventory: student read 500 word passage and answer questions— note time taken and score
90% independent reader
60-89% instructional level
below 60% frustration level - Miscues: have students read and note the miscues (substitution, omission, reversal, insertion)
- Curriculum-Based Assessment: CBM—chose 600 words have kids read for 2 minutes, note miscues. take (WPM-miscues)/2. this gives WPM
- Retelling: student reads then retells to you the main ideas of passage
- Comprehension Think Aloud: choose passage have kids read, stopping at certain points to jot down what that part was about. Review responses.
measures of complexity
- quantitative—word length, frequency, sentence length
LEXILE SCORE (680=7th grade) - qualitative—levels of meaning, author purpose (explicit or implicit), structure, language (literal/ figurative, contemporary/ archaic word choice, conversational language/ general academic and domain specific)
- reader and task—look at reader motivation, experience, knowledge AND what text is asking and the task involved.
Liv Vygotsky
theories
memory devise
private speech
second lang theory
Liv V. is going to talk to herself, get really good at it, then learn another language.
