Teaching Reading Flashcards
What grade range should phonemic awareness be taught to?
Kindergarten through at least second grade
When is phonemic awareness most effective?
When children are taught to use letters as they manipulate phonemes, rather than if instruction is limited to phonemes alone. In other words teach sounds and letters at the same time. Focus on one or two types of manipulation at a time, no more. (blending and segmenting are suggested starting points.) Giving students activities that are developmentally appropriate.
Word Analysis
analyzing words based on letters, phonic structures and dictionary skills
Types of emerging Literacy Assessments
environmental print assessment, name literacy, book handling, Stages of Writing
Vowel Diagraph
A pair of letters with the first letter making a loud vowel sound and the second letter being silent
What does the research say about effective text comprehension instruction?
Can be improved by instruction that helps readers use specific strategies. -graphic organizers can help comprehension. - answering questions provides purpose, helps focus. -self generating questions.
-recognize story structure provides context. -summarizing in the readers own words.
What strategies help in promoting comprehension of imaginative and literary texts?
STOP to THINK- story MAPPING- -CHARACTER MAPPING- -read sections of a text, write a quick response
Why should all reading programs include an oral language component?
It will help students make a connection between oral language and written language
Two good comprehension strategies:
Questioning the author (QAR) and Directed Reading-Thinking Activity (DR-TA)
The following generalizations govern vowel pronunciation….
- ) A single vowel followed by a consonant in a word or syllable usually has the short sound (such as can or cancel)
- ) A single vowel that concludes a word or syllable usually has the long sound (such as ti-ger, and lo-co-mo-tives)
- ) In vowel the diagraphs (oa, ea, ee, ei) the first vowel is usually long and the second is usually silent.
- ) The digraphs oo, au, and ew form a single sound that is not the long sound of the first vowel.
Systematic and Explicit Phonics Instruction:
significantly improves children’s word recognition, spelling, and reading comprehension is most effective when it begins in kindergarten or first grade
The most significant predictor of later reading achievement is…..
Phonemic awareness
Systematic Explicit Phonics
refers to a program in which letter-sound correspondences are taught from basic to complex
Three stages needed for planning a QAR lesson
- ) ID major understandings and potential problems with the text
- ) Segment text into logical stopping points for discussion.
- ) Develop question or queries that model and demonstrate how to question the author
Task Knowledge
The knowledge students have about the skills, strategies and resources necessary for the performance of cognitive tasks.
Three techniques used as good reading strategies:
- ) Think Alouds
- ) Reciprocal teaching
- ) Question Answer Relationships (QAR)
Teaching Comprehension- Modeling
teachers and capable peers should model their comprehension processes in either oral or written form teacher thinks or talks aloud to share his or her thought process while reading
WHat benefits are there to systematic and explicit instruction?
improves word recognition, spelling, and reading comprehension. Effective for children from all socio-economic classes.
What is the Balanced Literacy lesson format?
Begins with a 10-15 minute mini-lesson which is delivered to the whole class. It is then followed by a 30 minute small group lesson. It concludes with a 10 minute share during which the whole class reconvenes to share.
When using strategy instruction how do you apply the strategies?
Give students assignments to apply strategies they are learning
Word Blending
combining separate phonemes into a word
Types of Phonological Awareness?
Identifying and making oral rhymes. Identifying and working with syllables. Using onsets and rhymes. Using individual sounds (phonemes)
Vocabulary refers to
The words we mustknow to communicate effectively. Oral Vocabulary refers to words that we use in speaking or recognizing in listening Reading Vocabulary refers to words we recognize of use in print.
What does research tell us about phonics instruction?
Instruction should be systematic and explicit-direct teaching of a set of letter relationships in a clearly defined sequence.
What is the role of enviromental print in developing print awareness?
Enables children to connect every day objects in their sphere of knowledge to the printed words
Whole Language program:
The opposite effect of phonics approach. Whole language means we are looking at the whole word not just each individual letter or sound. Phonics is taught from part to whole. They don’t use basil readers, they use trade books and literature.
Word Wall
An Alphabetized chart posted in the classroom listing words students are learning
Two categories of QAR:
- ) In your head
2. ) In the text
Vocabulary can be developed in two ways:
1: Indirectly: when students engage daily in oral language, listen to adults read to them, and read extensively on their own.
2: Directly: when students are explicitly taught both individual words and word learning strategies
What does research say about Fluency Instruction?
Repeated and monitored oral reading improves reading fluency and overall reading achievement. Texts should be read at least four times to measure fluency.
What is the relationship between oral vocabulary and the process of decoding written words?
If a student does not know how to use a word (meaning/pronunciation), decoding the word will be very difficult. Comprehension , if the word is decoded, may not be there.
Whole Language
uses only trade-book literature where words are never broken down or removed from context
A word study activity in which students group words into categories is _____.
Word Sorts
Turning Back:
Making students responsible for figure out ideas and turning back to the text for clarification
Vocabulary strategies
Concept definition, word maps, mood and tone, cause and effect, contrast definition, linked synonyms, and direct description.
WHat does schema help readers do?
Make inferences, anticipate, predict, fill in gaps, organize information, retain and remember, elaborate
What questions might a teacher ask during guided or shared reading?
What did the characters learn in this story?
What did you learn from the story?
What was the story’s lesson about?
What lesson did the characters learn?
Did any or the characters display fear? Courage?
Why is QtA a good comprehension strategy?
It allows students to ask questions why reading and places value on the quality and depth of students responses. It build metacognitive knowledge by making students aware.
What a child can do alone and in collaboration with others is?
Zone of Proximal Development
Two components of metacognition?
Knowledge and Regulation
What are some types of reading children can do?
Student adult reading. Adults read first, child then reads with adult guidance, child then rereads until passage is fluent. Choral, Unison reading, audiotape guided, peer reading
What does the research say about vocabulary instruction?
Most vocabulary is learned indirectly, yet some can be taught directly
What words should be taught directly?
Important words. Words before a new text or topic. Useful words. Words students will see again. Difficult words. Words with similar meanings different spellings, words with similar spellings but different meanings.
Why should all reading programs include some spelling components?
Because the ability to spell is strongly correlated with the ability to identify words.
Two major purposes for reading:
- ) Aesthetic- reading for enjoyment
2. ) Efferent- reading for information
Syntactic System:
Structural system. Does the word sound right in the sentence? DOes i sound like the way we speak? Grammar regulates how words are combined into sentences.
Strategies for promoting an understanding of the Directionality of print:
Explicitly modeling where the sentence begins. Pointing to words as you read (using pointers).
The Alphabetic Principle
THe ability to associate sounds with letters and use these sounds to form words.
Syntax
the structural system of language and grammar
To increase comprehension selection of texts is important. These texts include…
- Leveled books
- Decodable Text
- Independent, Instructional Levels
- Award Winners
- Multicultural Selections
- Thematic units
Teaching COmprehension- Questioning
use Bloom’s taxonomy of KNowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation
Top Down Reading most affected by ________.
Prior knowledge- Readers bring more information to the reading process in the form of knowledge
Teaching COmprehension- Scaffolding
provide structural supports to a student by, for example, reading aloud a portion of the text and then asking the student to repeat the same sentence
Top-Down THeory
Information and experiences the reader brings to print drive the reading process rather than the print on a page
Text Comprehension can be taught in three main ways:
- Explicit Instruction
- Cooperative learning by helping readers use strategies
- flexibly and in combination
Types of vocabulary
Listening, Speaking, Reading, and Writing
What does an effective phonics program provide for children?
An ample opportunity for them to apply what they are learning about letter and sounds of the reading words, sentences, and stories.
What is the relationship between decoding and encoding?
children must be able to read (decode) a word in order to know which word to write (encode)
Where are syllables in the phonological continuum?
Syllables precede onsets and rimes and follow sentence segmentation.
What is a collection of letters surrounded by spaces or punctuation?
Word Boundries
Transitional Spelling:
use morphological and visual information to spell a word instead of phonics alone
Structural Analysis:
the process of using familiar word parts (base words, prefixes and suffixes) to determine the meaning of unfamiliar words.
Standards in Reading
Learning to read independently. Reading critically in all content areas. Reading analyzing and interpreting literature.
Strategies for promoting letter knowledge and letter formation:
Have students sort word cards based on “all words that start with R”. Copy student’s name on the board, ask how many “r’s” there are, how many letters appear in a row, etc.
Skills emphasis instruction
Word analysis or decoding. Skills: teaching to a systematic (starting with easiest and going to the hardest), direct/explicit (starting with vowels, then ar, or then take out w.s. that is a direct instruction approach).
Strategies for teaching Letter-Sound Correspondence and Alphabetic Knowledge to individual students:
Selecting materials that are relevant to the student’s enviroment
Sociolinguistics:
Language organized thought. Reading and writing are social activities. Teachers must provide scaffolds. GOal students become lifelong readers. (Grand conversations, instructional conversations, journals, reading/writing workshops)
Strategies for promoting an understanding of the relationship between spoken and written language
Language chart in the classroom. Using labels on shelves, lockers, desks, etc. Reading oversized or picture books. Manipulative words and letters.
Six self Regulation and monitoring questions students can ask?
- Words not understood
- Information that doesn’t agree with prior knowledge
- Ideas that don’t fit together because you can’t tell who or what is being discussed
- Can’t tell how ideas are related
- Contriving ideas
- Missing or not explained information
Strategies for promoting the understanding of the relationship between spoken words and written language:
Having “word charts” in the class, that keep a running record of new words, letters, etc. -Labeling everything in class. Reading oversized books. Manipulative letters and words lessons
Sociolinguistics
study of how language relates to human and societal behaviors
Syllable:
A word part that contains a vowel or, in spoken language, a vowel sound. e-vent. news-pa-er. ver-y
Strategies for clarifying and extending a reader’s understanding of unfamiliar words:
COnstruct word webs, based on these words. Include student’s own definitions. Use semantic feature analysis
Syntactic Cueing
proper use of syntax (how language is ordered) to know what comes next
Strategies for promoting an understanding of The Alphabetic Principle
Create signs for class. Bring in familiar items such a cereal; boxes and discuss the letter that are on the box. Read alphabet books that show a picture of the letter and a picture of a common object associated with that letter
What are the different text structures?
Enumeration Text Lists TIme Sequence Explanation Compare and Contrast Cause and Effect Problem/Solution
Differences between more fluent readers and less fluent readers?
More- able to focus on making connections between ideas and the text
Less- most have their primary source on decoding words. Leaves little time for comprehension. Reading is choppy and halting
Diphthong
A complex speech sound beginning with one vowel sound moving to another within the same syllable. (boy- oy noise- oi)
Discussion Circles
After a text is read the teacher prompts the student, perhaps asking for funny or unusual words.
Distinctions between phonological awareness and phonemic awareness:
Phonological: includes phonemic awareness. Understanding and manipulating larger parts of speech, words, syllables, onsets and rimes as well as phonemes.
Phonemic: identifying and manipulating individual sounds in words
Concrete words
Words that most children can recognize by cite (their name, mom, dad)
Applying Reading
Create projects involving reading, writing drama, art and research. Take the form of murals, reader theater, or repots. Purpose is to extend on ideas students read about, create a personal interpretation and value the reading experience
Balanced Approach characteristics:
- Literacy is viewed as involving reading and writing
- Literature is the heart of the program
- Skills and strategies are taught both directly and indirectly
- Reading involves learning word recognition, fluency, vocab and comprehension
- Writing involves learning to express meaningful ideas and use conventional spelling, grammar, and punctuation
- Reading and writing for learning in the content areas
- Goal is to develop lifelong readers and writers
Activating prior knowledge
use of a concrete experience or object pretesting discussions anticipation guides
Alliteration
Producing groups of words that begin with the same initial sound; alliteration and rhyming are at the beginning of the phonological awareness continuum
Allusion
an indirect reference to a person, place, thing, or event considered to be known to the reader
Analogy Based Phonics
Children learn to use parts of word families they know to identify words that have similar parts. (root words, suffixes, prefixes)
Analytic Phonics
Learn to understan letters-sound relationships in previously learned words. They do not pronounce words in isolation.
ANCHOR BLOCK
a balanced literacy term for a book that is purposely read repeatedly and used as part of the reading and writing workshop
assonance
repetition of a vowel sound
“Balanced Literacy” program and components:
An eclectic approach to teaching. A little of everything
3 levels of comprehension
- Literal
- Interpretive
- Applied
