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Texes ELAR 4-8 > Teaching Methods and Definitions > Flashcards

Teaching Methods and Definitions Flashcards

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1
Q

Define PHONEMIC AWARENESS

A

THE ABILITY TO NOTICE, THINK ABOUT, AND WORK WITH THE INDIVIDUAL SOUNDS IN SPOKEN WORDS

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2
Q

THE SMALLEST PARTS OF SOUND IN A SPOKEN WORD THAT MAKES A DIFFERENCE IN THE WORD’S MEANING.

A

PHONEMES
HINT:
EXAMPLE: HAT TO PAT

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3
Q

What is phonemic awareness objective as a teaching strategy?
Hint: What is the benefit for the child with this skill?

A

Children with the phonemic awareness skills will likely have an easier time learning to read and spell.

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4
Q

WHAT IS THE NAME OF THE SMALLEST PART OF SPOKEN LANGUAGE?
Hint? How many are there in the English language?

A

PHONEME.

There are 44 phonemes in the English
language.

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5
Q

WHO AM I?
A unit of spoken language that forms an entire word or parts of words. Syllables are usually made up of a single vowel sound and any surrounding consonant sounds.

A

Syllable

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6
Q

Define RIME
Hint: Ending

A

Part of a syllable that contains the vowel ans all that follows.
Example: “ag” in bag.
What’s the onset? “B.”

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7
Q

The initial constant of spoken language.
Hint: The start. Spoken language that is small but larger than phonemes.

A

Onset

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8
Q

Name a few and define:Teaching Methods for phonological awareness.

A

Rhyming

Rhyming is a good first step in teaching phonological awareness and can help children identify word parts and listen to sounds within words.You can read rhyming stories and poems together with your child and draw attention to the sounds of the rhyme.You can also help students identify rhyming pairs in songs, books, and games.

Clapping, tapping, and snapping

These strategies can help students practice hearing rhymes and individual sounds in words or sentences.For example, students can clap the number of words in a sentence, snap the number of syllables in a word, or tap the number of phonemes in a word.

Phoneme manipulation

This includes blending, segmenting, deleting, adding, and substituting phonemes:

Blending:Blend phonemes together to make a word, such as “r-u-g” for “rug”

Segmenting:Separate the phonemes in a word, such as “m-o-p” for “mop”

Deleting:Say a word and then say it again without a particular phoneme, such as saying “snail” and then saying it without the “n” to make “sail”

Adding:Say a word and then add a phoneme to it, such as saying “lap” and then adding a “c” to make “clap”

Substituting:Change a phoneme in a word, such as changing the “c” in “cat” to a “b” to make “bat”

Patterns

Look for patterns of rhyme, initial/final sounds, onset/rime, consonants, and vowels.For example, you can match pictures to other pictures, words, or sound-letter patterns.

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9
Q

Why do we teach phonological awareness?
Hint: what does it prepare children for

A

Phonological awareness is a cognitive skill that helps children prepare for reading instruction.

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10
Q

This phrase was coined by whom? “ The parts of the reading system must grow together. They must grow to and from one another.”

A

Marilyn Adam’s 1994.

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11
Q

What are some Inquiry Based Teaching Methods?

A

.ASK QUESTIONS
.INVESTIGATE REAL WORLD PROBLEM
.EXPLORE NATURAL CURIOSITIES
.TAYLOR CURRICULUM TO THEIR INTEREST
.ACTIVELY ENGAGE IN THE LEARNING PROCESS

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12
Q

What are the benefits of Inquiry Based Learning?

A

Encourages Critical Thinking
Improve Problem Solving Skills
Encourages Creativity
Improves Communication
Connects Learing TO REAL WORLD
BRINGS UNDERSTANDING TO COMPLEX TOPICS.
ENCOURAGES ENGAGED LEARNING.

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13
Q

Noun

A

noun is a word for a person, place, thing, or ide

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14
Q

PRONOUN

A

She…we…they…it

A pronoun is a word used in place of a noun.A pronoun is usually substituted for a specific noun, which is called its antecedent.

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15
Q

Verb

A

jump…is…write…become

The verb in a sentence expresses action or being.There is a main verb and sometimes one or more helping verbs

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16
Q

Verb

A

jump…is…write…become

The verb in a sentence expresses action or being.There is a main verb and sometimes one or more helping verbs

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17
Q

Adjective

A

An adjective modifies or describes a noun or pronoun.

pretty…old…blue…smart

An adjective is a word used to modify or describe a noun or a pronoun.
The young girl brought me a very long letter from the teacher, and then she quickly disappeared. Oh my!

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18
Q

Adverb

A

An adverb modifies or describes a verb, an adjective, or another adverb.

gently…extremely…carefully…well

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19
Q

PREPOSITION

A

preposition is a word placed before a noun or pronoun to form a phrase modifying another word in the sentence.
by… with…. about… until

(by the tree, with our friends, about the book, until tomorrow)

A preposition is a word placed before a noun or pronoun to form a phrase modifying another word in the sentence. Therefore, a preposition is always part of a prepositional phrase.

20
Q

Dedine: Reciprocal Teaching
Name the four steps.

A

Cooperative Learning Strategy
1.Predicting
2. Clarifying
3. Question
4. Summarizing

21
Q

asset-based reading approach

A

Focuses on Strength.
The teacher takes the student where they are and builds upon their knowledge base to increase their understanding. When using asset-based instruction.

22
Q

The student’s cultural background

Family dynamics and socioeconomic status

The student’s language skills such as being an English language learner or having a cognitive deficit

The student’s prior educational experiences

A

Things Teachers Beed to Know to do Asset Based Teaching

23
Q

Three Steps to Use Asset Teaching Based Approach

A

Diagnostic learning activities or assessments

These are designed to identify gaps in students’ learning or to determine a student’s learning target. The gaps can then be targeted for instruction.

  1. Creating learning pathways

The teacher can create different pathways for each student to complete a basic set of learning activities to ensure the student is working toward a higher learning goal. The pathways are individualized according to the student’s needs.

  1. Instructor feedback

A formative assessment is embedded into each learning pathway so that evidence of the student’s learning is tangible or observable. The teacher then enlists advice on how the student can use their strengths to reach their learning goals. This helps the teacher to identify what the student can do, and strategies that use their strengths to work on areas of need.

24
Q

The Science of Reading
Four Components

A
  1. Educational Research-
  2. Linguistics
  3. Psychology
  4. Neuroscience
25
Q

a cooperative learning strategy that asks groups of students to become “experts” on different aspects of a topic and then share what they learn with their…

A

Jigsaw Teaching Strategy or Method

26
Q

Strategies for ORAL LANGUAGE

A

1.Modeling and Allowing for discussion and conversation.
2.stutdebts participate in discussion with accountable talk
3. Activating prior knowledge.
4. Sentence frames or stems
5. Shared Reading
6. Building background knowledge
7. Independent Reading
8. Implement interactive read alouds.

27
Q

PRINT IS NOT attached to phonological awareness it is all auditory and oral sound.

A

Print is not phonological awareness

28
Q

What are Tier 2 words in ELA?

Tier two words are the most important words for direct instruction because they are good indicators of a student’s progress through school. Examples of tier two words are:masterpiece, fortunate, industrious, measure, and benevolent. There are about 7,000 word families in English (or 700 per year) in

A

Tier Two Words

29
Q

Prioritizing instructional support.

Giving academic praise and feedback.

Implementing academic response opportunities.

Providing major concept summaries.

Enforcing structure, rules, and routines.

Offering attention and praise when appropriate.

A

Teaching Tier One Stategies

30
Q

A structured, sequential, systematic, and diagnostic-prescriptive literacy model;

A

Integrated Model of Literacy

31
Q

Indirect Vocabulary

A

learning the meaning of words through everyday experiences with oral and written language.

32
Q

Literal comprehension refers to basic information in a text that can be directly found. It is surface level and the first type of reading comprehension to be taught.

A

Inferential Comprehension

33
Q

is nonfiction writing that is written to inform the reader about a specific topic and is factual

A

Informational Text

34
Q

Reading Comprehension
Teaching Strategies

A
35
Q

The Science of Teaching Reading standards has included five essential components to reading instruction.

A

phonemic awareness, phonics, fluency, vocabulary, and reading comprehension

36
Q

1.Monitoring Comprehension: Teach students to be aware of their understanding as they read. They should learn to recognize when they don’t understand something and use strategies to resolve these issues, such as re-reading or looking up unfamiliar words,

1.Metacognition: Encourage students to think about their thinking. Before reading, they can set a purpose and preview the text. During reading, they can monitor their understanding and adjust their reading speed. After reading, they can summarize what they’ve read to ensure comprehension.

3.Graphic Organizers: Use visual aids like maps, webs, and charts to help students organize information and see relationships between concepts.

Activating Prior Knowledge: Help students connect new information to what they already know. This can be done through discussions or pre-reading activities that activate their background knowledge.

  1. Asking Questions: Teach students to ask questions before, during, and after reading. This keeps them engaged and helps them focus on key details.
  2. Visualizing: Encourage students to create mental images of what they are reading. This can help them understand and remember the text better.
  3. Summarizing: Have students practice summarizing the main ideas of a text. This helps them to distill the essential information and improve their understanding.

7.Using Context Clues: Teach students to use context clues to figure out the meaning of unfamiliar words or phrases3.

A

Teaching to Reading Comprehension

37
Q

cooperative learning

A

involves students working together as partners or in small groups on clearly defined tasks

38
Q

Comprehension Strategies

A

Direct explanation
The teacher explains to students why the strategy helps comprehension and when to apply the strategy.
Modeling
The teacher models, or demonstrates, how to apply the strategy, usually by “thinking aloud” while reading the text that the students are using.
Guided practice
The teacher guides and assists students as they learn how and when to apply the strategy.
Application
The teacher helps students practice the strategy until they can apply it independently.

39
Q

Three Different types of TEXT

A

Literary Text
Informational Text
Argumentative Text

40
Q

the Brain Processes Written Language

A

temporal and occipital lobes are responsible for letter and word recognition and language comprehension.
The parietal and temporal lobes process word analysis and sound-symbol connection.
The frontal lobe translates written language into speech sounds.

41
Q

comprehension strategy instruction

A

Direct explanation
The teacher explains to students why the strategy helps comprehension and when to apply the strategy.
Modeling
The teacher models, or demonstrates, how to apply the strategy, usually by “thinking aloud” while reading the text that the students are using.
Guided practice
The teacher guides and assists students as they learn how and when to apply the strategy.
Application
The teacher helps students practice the strategy until they can apply it independently.

42
Q

Informal Reading Inventory (IRI)

A

measure a student’s reading level by determining their accuracy and comprehension of the text.

43
Q
A
44
Q

If you observe a student having difficulty with vocabulary or comprehension, it is important to determine the true reading deficit. If the student needs instruction in phonemic awareness, targeting comprehension will not solve the reading problem. First, check the student’s phonological awareness, especially phonemic awareness, phonics, or fluency. Vocabulary instruction and comprehension instruction should be explicit, purposeful, and provide many opportunities for repeated practice, as well as ongoing and immediate feedback. Any of the strategies shared in this model can be used for students in the area they may need support.

A

KNOW THE LOGIC BEHIND THIS APPROACH

45
Q

Small group or individualized instruction
More repetition
A slower pace
More opportunities for practice with teacher guidance and support
Previewing vocabulary and text topics
Visual supports
Sentence frames to share their thinking in speech and print
Reviewing previously learned skills
A faster pace
Extension activities
Multi-sensory strategies

A

Students that ELL might benefit from

Texes ELAR 4-8 (12 decks)

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