Exam Notes Language and Literacy PDF

Exam Notes Language and Literacy Language Terms: - Phoneme: the smallest unit of sound in the spoken language - Phonics: the relationship between letters and the sound that they represent. For example, the sound k can come from k, ck, c. - Phonological awareness (umbrella term)...

Exam Notes Language and Literacy Language Terms: - Phoneme: the smallest unit of sound in the spoken language - Phonics: the relationship between letters and the sound that they represent. For example, the sound k can come from k, ck, c. - Phonological awareness (umbrella term): reflecting on the sound structure of spoken language. Identify and produce words that rhyme, hear individual syllables within a word and break down a word into its onset and rime. Prior to decoding and blending. (only sound, no letters involved) - Phonemic awareness (subset of phonological awareness): identify individual sounds (kids learn this before phonics) all oral and not written. - The simple view of reading: reading comprehension is not the sum but the product of word recognition and language comprehension. If one is weak, reading comprehension is as well - both of them impact reading comprehension! - Decoding: translate words from print to speech (sounding it out) - Encoding: the ability to translate a word from speech to print (spelling it out) - Grapheme: letter or letter combination that represents a single phoneme. Example: the word tap consists of three graphemes t, a and p - Morphology: the study of the internal structure of words. Breaking up words into prefixes, suffixes and understanding syntax: example dogs has two morphemes dog and s - Prefixes: goes before the word - Suffixes: goes after the word - Bases: the root word - Bound base: cannot stand alone from individual words (ex; inject) - Free base: can stand alone (ex;rereading) - Morpheme: smallest meaningful unit in a word Chapter 1: A Balanced View of Reading Reading Is: - The process of constructing meaning from text - A process of literate thinking and bringing meaning to text from social and cultural context - A dynamic process that is complex and involves many different practices to be used at the same time 4 Stages of Readers Emergent Stage of Reading: Early Childhood, Ages 3-7 (creating a story using pictures) The emergent reader begins to explore print: - Focuses attention on pictures and visual cues to tell a story - Begins to identity letters of the alphabet and the corresponding sounds  - Memorizes and retells stories - Realizes words are composed of sounds - Begins to develop rhyme - Develops beginning phonemic awareness - Understand that text has meaning Early Stages of Reading: Middle Childhood, Ages 6-9 (focuses on print and decoding) The early reader begins to focus heavily on print to tell the story and begins to use multiple strategies to gain meaning from print: - Develops sight words - Predicts from pictures - Identifies beginning and ending sounds - Develop attention to meaning cues - Rereads for meaning - Uses prediction, context and prior knowledge to infer meaning - Focuses on phonetic cues - Begins to pay attention to punctuation - Begins to self-monitor and self-correct reading - Discusses what was read and shares opinion - Develops an understanding of simple literary elements, including plot, characters and setting Transitional Stage of Reading: Early Adolescence, Ages 9-12 (begins to add expression) The transitional reader uses a variety of strategies to get meaning from print: - Becomes a more fluent reader, reading with accuracy and expression - Infers information from text - Pays increased attention to punctuation - Expands sight word vocabulary - Uses strategies automatically and in an integrated fashion - Self-monitors and self-corrects flexibly - Reads fluently with appropriate expression - Becomes familiar with a wide range of genres Fluent Stage of Reading: Early Adolescence/Adolescence, Ages 9-14 The fluent reader uses strategies efficiently and automatically to get meaning from a wide range of text: - Effectively uses a variety of strategies to comprehend complex text structures - Increases word meaning, vocabulary - Self-monitors and self-corrects with ease - Shares responses to text orally and in writing Cueing Systems - Using sources of information to read fluently 1. Semantic knowledge cueing: information from knowledge of meanings, topics and vocabulary (prior knowledge - does this make sense?) 2. Syntactic knowledge cueing: using information about the structure of language and how language works. For example, grammar and sentence structure (syntax - does this sound right?) 3. Graphophonic knowledge cueing: using knowledge about the sound of language related to the printed words. (grapheme/phoneme, does this look right?) 4. Visual/pictorial knowledge cueing: information from the image associated with the text (pictures - what is the image saying?) The Skills Literate Readers Use All of these skills are at the same time in the model of reading to increase comprehension. Code Breakers: cracking the code to figure out what each word says in a sentence. Decoding the print to figure out unknown words. Meaning Makers: Finding out what the text means using their own knowledge about the topic. Text Users: using text in real life to interact with others and find out information. For example, at the grocery store using a recipe. Text Analysts: accept or challenge the viewpoint of the author and weigh the ideas against their own knowledge. Teaching Reading The Bottom-Up Approach - Using decoding, phonics and phonemic awareness with a heavy emphasis on word recognition in its various forms, on the alphabetic writing system and subskills  - Children are taught in sequential methods with the goal of building off of the last skill - Criticized for its limited vision of what reading is and lack of comprehension of the text and its playing down of the input that the reader makes to reading The Top-Down Approach - Focused on the whole language and the meaning of words “holistic view” - Devalue coding and substitute it for word recognition - Emphasis on what the reader brings to the print to create meaning - Criticized for lack of attention to the alphabetical system in the English language and overlooked the correlation between phonemic awareness and learning to read Balanced View - There are many strengths and weaknesses to both methods - Places meaning at the core of all reading - Recognizes the interaction between reading and writing, coding and context of the text - Recognizes the 4 roles of literature learners (code breakers, meaning makers, text users and text analysts) - Promotes a balance of shared, guided and independent reading Balanced Literacy Framework (scaffolding) - The key is gradual release of responsibility through modelled, shared, guided instruction and independent practice as well as the zone of proximal development - Start with a demonstration (I do), then allow them to try as well (we do) and finally let them do it independently (you do) Zone of Proximal Development (Lev Vygotsky) - The role of teaching is to bridge the known with the new - “The distance between the actual development level as determined by independent problem solving and under adult guidance or in collaboration with more capable peers” - Good learning depends on social interaction with adult guidance or a more capable peer - Based on learning within the realm of the zone of proximity - if the task is too hard or too easy, then learning will not occur - Learning takes place with scaffolding to advance in zones - Scaffolding is the teacher controlling tasks that are beyond the student’s ability to allow the learner to concentrate and complete tasks successfully while building confidence in the skill - The teacher helps with bridging the student’s prior knowledge with the known to create a new skill The Six Language Arts  1. Reading 2. Writing 3. Listening 4. Speaking 5. Viewing 6. Visually representing Chapter 2: Oral Language Language as a Social Practice - Language has three broad, interrelated uses and functions; represent our experience, interact with others and construct texts Functions that language has for younger children: 1. Instrumental: to express needs 2. Interactional: to make contact and form social relationships 3. Personal: to express feelings and ones identity 4. Regulatory: to direct others or to control 5. Heuristic: to gain knowledge of the surroundings 6. Imaginative: to entertain, such as to tell stories 7. Representation: to convey facts and information Oral Language Oral language (oracy): the joint processes of listening and speaking Expressive oral language (speaking): the ability to express ideas, information or emotion using speech Receptive oral language (listening): is the ability to receive, construct meaning from, and respond to verbal and non-verbal messages Phonology: the sounds of language, what we hear when someone speaks English employs 45 sounds (phonemes) from which all spoken words are constructed. There is 26 letters in the alphabet, however, some letters represent more than one sound Morphology: the study of how words are formed in language or word structure Morpheme: the smallest meaningful unit of language - example: in-come-ing = incoming Syntax: the structure of sentences, how sentences are sequenced to make meaning Pragmatics: the conversation of language use. This includes eye contact, greetings, body language, turn taking and appropriate ways of interrupting Listening Four different types of listening 1. Aesthetic listening: listening for enjoyment 2. Critical listening: listening for the purpose of evaluating the speaker’s message  3. Discriminative listening: used for non-verbal communication and for the deciphering of sound 4. Efferent listening: listening to make sense of messages Oral Language Teaching and Learning Initiation/response/feedback (IRF): common form of questioning in the classroom 1. Initiation: the teacher asks a question to check what students know or think 2. Response: students usually raise their hands, and one student is selected to answer 3. Feedback: the teacher comments on the answer and perhaps asks another question Chapter 3: Word Recognition; Phonics, Phonemes and Phonemic Awareness Word recognition: refers to the ability to decode the words in a written text, whether that be through phonic decoding or recognizing words at sight Phonics: refers to the relationship between written letters and spoken sounds. It is a necessary part of any reading program Phonological awareness: requires children to pay attention to the smallest sounds in words (phonemic awareness), or syllables in words or words in sentences Sight words: words that are not readily decodable which are thought to be recognized at sight World Writing Systems Logogram (or logograph): a symbol representing a word or phrase The Writing System of English Orthography: an alphabetic writing system or spelling system of a language Phonemes: smallest individual speech sounds Diagraph: combination of two or more letters to form one speech sound, such as SH in ship Allophones: slight variations within a phoneme Phonological/Phonemic Awareness Phonological awareness: the ability to recognize, segment and manipulate the sounds of speech Phonemic awareness: the speaker’s ability to hear, segment, and manipulate individual sounds (phonemes) in speech Phonemes are represented by: vowels, diphthongs and consonants 1. Vowel: a voiced sound and the sound comes from the mouth with no obstruction: A,E,I,O,U 2. Diphthongs: a glided vowel in which the tongue begins in the position of one vowel and moves in the direction of another - example; oy/oi in boy 3. Consonants: is a sound that is always uttered with some impediment to the passage of breath or voice from the mouth (all the other letters in the alphabet) Environmental sounds: the sounds objects make, animals make and weather makes Instrumental sounds: listen to different instruments, name the instruments, talk about the sounds Children’s phonological development appears to follow a clear pattern from: - Being aware of syllables - Being aware of patterning in initial sounds - Rimes within syllables - Phonemes Phonics Instruction - To teach phonics in the early years of school - Start with the most basic letter-sound relationship - Should also begin with that which is most familiar to the child, such as their first name in kindergarten - It is important to note that names which start with a,e,i,o,u are known as long vowels Blends: the combining of two or three-letter sounds so that each sound can be identified example str in string Onset and rime phonics: involve changing the consonant or consonant cluster before the vowel (onset example: c in cat, so you could change the consonant to h to make hat) and everything that follows the vowel (rime example: at in C) When and How to Teach Phonics The phonics program should start in kindergarten either after or with phonemic awareness teaching but never before Lessons should be brief and daily (15 mins max) and should follow the routine of: - Set a goal - Review learned letters - Teach a new letter, its sound and one or two sight words using the letter - Practice reading and spelling words with new letters Chapter 4: Comprehension; The Meaning of Text How We Read and Understand Text (cueing systems) - Comprehension in reading is understanding the meaning of written text - Reading relies on many different cueing sources graphophonic (code breaking), syntactic (the way words are put together) and semantic (the meaning a word has) - When reading our eyes do not move left to right across the page, but they move in a series of jumps called saccades - Our eyes stop on certain words when reading called a fixation - A fluent readers eyes fixate as much as a beginner reader, but the difference is the amount their brain processes during this time. Fluent readers use their cueing systems  (graphophonic, syntactic, semantic) and vocabulary to predict the text. *Good readers are good thinkers and predictors - Good readers look around the page, skim a text and look back at what they have read to confirm it is correct Transactional Theory (Louise Rosenblatt) one text= multiple meanings - The meaning of the text lies in the transaction between the reader and the text - The reader's past knowledge may change the way they interpret the meaning of the text. One text can have multiple meanings to different people Benjamin Bloom Taxonomy - Comprehension falls within 3 domains based on types of behaviour which are cognitive, affective and psychomotor - Within the cognitive domain, there is 6 level processes: Neil Smith Taxonomy - Similar to Bloom but extended the reader’s input - 4 levels of comprehension: 1. Literal level - identifies details and ideas 2. Interpretive level - main ideas, further details 3. Critical level - analyzes and detects propaganda 4. Final critical level - applies information to a new situation *Both theories give no attention to social contexts such as cultural backgrounds, print type or reader’s prior knowledge brought to the print Sociocultural View (Purcell-Gates, Jacobson and Degener)  - Comprehension of literacy can be seen only within the social and cultural setting - Texts and parts of lived talked about values and beliefs - Reading rather than reading are a social practice - Literacy connected to its use in a specific community - Understanding children’s home backgrounds to make teaching literacy meaningful Skills: the building blocks for reading, such as sound-to-symbol relationships. Become automatic and routine Comprehension strategies: external factors to help comprehend the text (for example, skimming, scanning) Metacognitive strategies: thinking about the way you are thinking. How to use a thinking strategy when reading Reading Strategies Literal/inferential meaning - Beginning readers look at the literal meaning of words, while fluent readers learn to read between the lines Background Knowledge - The background knowledge you have before reading increases comprehension - The Matthew effect: the rich get richer, readers with good background knowledge comprehend the text faster and continue to move ahead - Build up students’ schemas to equal levels prior to reading the text by including vocabulary words they may need to know - Dual coding theory: building semantic knowledge through abstract models AND concrete examples. Adding in visual images and real-world experience increases their prior knowledge Sampling, Cueing and Confirming - The reader skims and samples the text prior to reading the whole story and uses a cueing system to predict what the meaning of the text may be. While reading the text they compare it to their original prediction and change their understanding of the text as they go. (flexible thinkers) - Syntactic knowledge is also helpful in using the structure of language to predict the meaning of a text - example “was” versus “is” Teaching Comprehension in the Classroom - Needs to be taught early on using global strategies 1. Apply general world knowledge, knowledge of other texts and personal experiences (text to self, text to world, text to text)  2. Overview the text in advance by looking at titles, text features, layout, print and pictures. Skimming and scanning. 3. Decode and derive meaning from words, phrases and sentences 4. Stop to reread anything that is unclear 5. Reflect on the text before during and after reading to adjust and correct the origins meaning 6. Construct meanings by generating mental pictures 7. Approach the text with attention to the text type (genre) 8. Give attention to various features in nonfiction texts (pictures, charts adding to the meaning) 9. Find main ideas, summarize and draw conclusions SQ3R Strategy (Survey, Question, Read, Recite, Review) Survey - skim the reading Question - ask questions about the meaning of the text Read Recite - briefly what was read Review - summarizes understanding Chapter 5: Writing Writing in a primary class (writers workshop) - All different subjects can be used as a stimulus to promote writing - Personal experiences and passions are good sources for writing motivation - Journal entries can be drawings, scribbles, letters or words with the teacher than asking what they have written - Writing is encouraged during centres with tiles to create words, playdough letters Writing in a junior class - Uses modelled, shared and guided writing to support learners - Learning about specific forms of writing ex.newspaper - Using the writing process: planning, drafting, editing, revising, publishing (P.D.E.R.P) Why is writing so important to teach? - Collect and store information - An essential skill in our society - Express your own ideas - Displays ideas in a permanent form that can be reflected upon later - Can help to explain and plan out complex issues - Collect and clarify ideas  - When students begin to write, they are listening to the sound they hear and writing down the symbol they think represents it creating a sound-letter connection (phonics) that is needed for their reading development - Helps to distinguish one letter from another when they are writing it themselves The 4 Stages of Development for Writing The Emergent Writer - Oral language as the persecutor to writing - Becoming aware of different sounds (phonemic awareness) - Building up knowledge of visual literacy - Building up knowledge of writing through books, community experiences, and environment print such as shopping centres, banks, McDonald’s, supermarkets, food packaging etc - Parents/carers play a key role in providing rich learning experiences - Developing a love for literacy The Early Writer - Marks on the page developing into recognizable pictures of everyday encounters; mom, dad, siblings, car, bus, cat - Pictures intermingling with letter groupings - Early writing is often speech written down - Words are often first formed with consonants as correct spelling emerges - Often has “invented” spelling - Writing can be physically laborious and can take a long time The Developing Writing - Can spell common words - Uses correct punctuation - More varied sentences openings - Longer, more complex sentences - Some attempt at direct speech more receptive to the editing of work The Proficient Writer - More aware of language that is colloquial, humorous, formal, dramatic etc - Use of technical language - Use of intertextuality outside models from literature - Experiences are often interwoven in their texts - Experiments with language to create atmosphere, special effects, etc Learning to Write Modelled writing: model how to write a descriptive paragraph and read good examples of them Shared writing: co-create with the class a descriptive paragraph Interactive writing: share the pen to write a paragraph on chart paper together Guided writing: working with small groups on specific targeted parts of writing Independent writing: on their own Genres of Writing - Poetry - Graphic novels - Picture books The Process Approach to Writing - Involves steps such as drafting, editing, proofreading and publication What if they have writer's block? - Doodle - Go for a walk - Allow them to pick a topic so they feel creative and have enough to say about it - Talk to someone about their ideas - Class discussion beforehand to come up with ideas together Ways to display their creative writing and thoughts? - Classroom clipboards sent home at the end of each month - Authors’ chair for them to sit and share with the class what they wrote - Writers’ notebooks Flexible and Creative Writing - Teach the attributes of good writing 6+1 traits of writing - Ideas, organization, voice, word choice, sentence fluency, conventions (grammar and correctness) and presentation Writing Barriers - Handwriting - Little interest in topics - Shyness and not wanting others to read their writing Chapter 6: Children’s Literature - The idea of language is expanding from just written text to images, graphs and audio - Reading now includes reading images such as braille Choosing good literature for the classroom - Provide motivating and challenging experiences for the learners age - Elicit a thoughtful critical response - Represent a range of literature styles - Broadens a student’s knowledge and understanding of society Types of Children’s Literature for the Classroom Folk tales: - Emerge from oral storytelling traditions, they are stories of the people - Common themes of folk tale are greed, jealousy, love and the need for security - Three types of folk tales: myths, legends and fables Myths: - Myths tell about gods and supernatural beings - Myths often explain human origins, natural events and geography Legends: - The main characters are often based on actual historical figures - Legends develop their own rhetoric and their own charisma and the stories often develop with the telling Fables: - Often use animals to explicate what a specific culture understands as a particular “truth” about some aspect of human behaviour  - They are short and snappy and are frequently tagged at the end with a clear moral statement Fairy Tales - Fairy tales have similar patterns - The triumph of those with the least agency and the defeat of large or threatening figures such as giants - Three types of fairy tales: traditional, literary and fractured fairy tales Traditional fairy tales (old school) - Emerged out of the oral traditions of folk literature tales - Often have themes that are universal (more than a thousand versions of Cinderella have appeared in cultures all over the world) Literary fairy tales - Have no oral tradition and are created by an author Fractured tales - Fractured tales are satires or parodies of fairy tales or folk tales - They add a twist to the classic version Narrative Texts of Canadian First Nations, Metis and Inuit (Indigenous) Storytelling - These come from an oral storytelling tradition - They can include traditional stories, legends, tales and oral histories Novel - A novel is a longer fictional story, usually organized into chapters - The narrative consists of characters, dialogue, setting and plot - They can be a variety of genres, such as humour, fantasy, science fiction and historical fiction Graphic Novel - They are similar to comics but are longer and can be stand-alone texts Picture Books - Picture books are a unique adaptation of the novel - Commonly short and using visual as well as verbal text for the carriage of the story Poetry - Poetry doesn't have to rhyme but can use rhyme and similar sounds, assonance and alliteration, rhythm, imagery (pictures in words) and symbolism  - Plays with relationships between words and meaning Non-Fiction Books - These are books written to inform, based on facts, including a table of contents, glossary and index Biography and autobiography - These tell the truth story of a person’s life - Biographies and autobiographies can be inspiring for children - A biography is written by another person and an autobiography is written about yourself Chapter 7: Modelled Reading and Writing Modelled instruction: an explicit teacher demonstration of a particular skill Think aloud: is when teachers make the “thinking process visible” for students Modelled writing: the teacher demonstrates writing, explaining their thoughts and using think-alouds, also can be referred to write-alouds Read Aloud Lesson Before: - Introduce the book and activate prior knowledge During: - Plan out spots to stop and teach - Uses think-aloud strategies After: - Engages in conversation about the text - Gives students the opportunity to practice what they have learned Modelled Writing Lesson Before: - Activates prior knowledge - Sets clear direction and purpose for the lesson During: - Uses think-aloud strategies - Narrates the composition of the tet and decisions made while writing After: - Rereads the text - Revisit the purpose of the lesson - Engages in conversation about the text - Gives students the opportunity to practice what they have learned Chapter 8: Shared Writing and Reading Modelled instruction: the teacher demonstrates how to do a task while the students listen and observe Shared instruction: the students assist but the teacher does most of the task - Important because of the rich scaffolding and social interaction it encourages between the student and the teacher Shared Reading - The student must be able to see the text and follow along with the teacher - Use a pointer or highlighter to follow along - Texts are often reread over a series of lessons and looking at different areas of the text each time - Usually involves the whole class and the teacher reading can enlarge the text RPM strategy for longer texts during shared reading Recall: ask the students about something they just read Predict: ask them about what they think might happen next Move on: continue reading the text Choral reading: all reading together at the same time Echo reading: read and then you read (repeat after me) *Not round-robin reading Text Choice (read words) - Should be challenging for the readers (less than 90% accuracy) since the teacher is doing the decoding Shared Writing - The teacher holds the pen - There is more student participation in shared activities because it takes the pressure off of them LEA Language experience approach - Method for writing where the teacher composes a story based on the student’s oral language - The teacher scribes exactly what the child says and then reads it back to them Interactive Writing - The teacher shares the pen with students - Example: students write their ideas on the board Chapter 9: Guided Reading and Writing Guided Instruction Overview Definition: transition from modelled and shared instruction to guided instruction Example: apprentice electrician, dance instructor Students attempt tasks independently with teacher support Components of Guided Instruction Gradual Release of Responsibility - Modelled and shared instruction precedes guided instruction - Students take charge with teacher assistance - Routman emphasizes learners using and applying demonstrated Guided Reading and Writing - Small groups focus on specific literacy skills - The mini-lesson reinforces skills from modelled and shared lessons - Fisher and Frey note a quick shift in responsibility as learners apply new skills Vygotsky’s Zone of Proximal Development - Distance between the actual development level as determined by independent problem-solving and the level of potential development as determined through problem-solving and under adult guidance or in collaboration with more capable peers - Scaffolding and coaching are crucial during lessons Kindergarten and Guided Instruction Applicability: consideration of province and school board guidelines - Guided instruction lessons in kindergarten are usually much shorter (about 10 minutes or less), and the groups are often smaller - May not be suitable as decoding skills may be a prerequisite Grouping Students for Guided Instruction Group Formation: small groups 3-6 students or one on one based on ability, needs, dynamics, interests or randomly Reasoning for Group Formation: identification of students needing extra practice, assessment devices, help in grouping and flexible groups with ongoing assessment Scheduling Guided Instruction Classroom management: organizing daily small group sessions - Common use of literacy blocks (60-90 minutes) - Group Rotation and Frequency: regular rotation, short duration of guided lessons (10-20 minutes) Independent Practice During Guided Instruction - Teacher’s Workspace and Class Engagement: separate area for guided instruction, the class engages in independent literacy practice during sessions - Class Activities: independent reading, writing, literacy extension activities, literacy workstations for social learning (while separate guided instruction takes place have everyone else do these types of activities) Literacy Work Stations Purpose and Characteristics: active, independent, skill practice Implementation Guidelines: explicit modeling, gradual introduction, routines practice Examples: listening center, pocket chart, technology, buddy reading, independent writing, etc Development: varied, open-ended, provide choice for success and challenge Guided Reading Overview: - Small group reading at instructional level (90-95%) accuracy - The teacher provides support and scaffolding Goals and Features: - Foster the ability to read sophisticated texts and develop strategies for independent reading - Explicit instruction, observation, skill development, support within ZPD and word work integration Grouping and Texts - Groups based on various rationales, 3-6 students or one-on-one - All group members read the same text Guided Reading Mini-Lessons - Reinforce concepts from modelled and shared reading - Teaching points include building schema, phonics, decoding, vocabulary and more - Encourages retell and application of knowledge Texts for Guided Reading - At the instructional reading level, support through mini-lessons Levelling Texts The use of levelled texts in classrooms (i.e. placing texts into levels of difficulty) assists teachers in monitoring reading improvement. Example: having different bins with different levels of texts Most important features: Subject matter: from familiar objects to unusual fantastic happenings - Storyline: from simple to complex, with elaborated episodes or events - Syntactic patterns: from simple repetitive caption phrases and oral language structure to complex sentences and literary language Vocabulary: particularly the number of words per apge that might be difficult for the reader (long, unfamiliar words) Density of information: with particular reference to factual texts containing specialized vocabulary Amount of print on the page: number of words per page and consistency throughout Conventions of print: script type, size of print, layout, placement of print on the page Difficulty of graphophonic patterns: numbers of phonically decodable words and sight words Illustrations: how much they directly support the meaning of the text and complexity of the illustration itself Organization of text: amount of variety of organization according to the nature and purpose of the text Selecting Texts - Consider difficulty, topic, illustrations, language structures and student interest Book Rooms: - Centralized storage for levelled reading materials - Facilitates resource sharing among teachers Concerns about Text Levelling - Routman’s concerns about an overemphasis on text levelling: “it is disheartening to see classroom libraries in which most of the books are levelled and have students identify themselves by their reading level” Glasswell and Ford’s 5 guiding principles for the flexible use of levelled books 1. “Levelling takes a complex idea and makes it too simple” - It is impossible for levelled books to take into account all reading factors for individual readers. For instance, readers each have their own background knowledge and motivation.  - Consider other criteria aside from level when selecting books - Encourage students to choose books that interest them - Use shared and paired reading to build confidence 2. “Levelling takes a simple idea and makes it too complex” - The differences between the two levels may be subtle and based on arbitrary decisions. Having numerous groups based on very small differences in reading ability can be difficult to manage 3. “Reading levels are not reading needs” - Just because students are all reading a text at or around the same accuracy rate does not mean that they are using the same reading strategies - For instance, the students in a class who need assistance using semantic cueing could be working at different reading levels - Use buddy reading with older students reading to younger students so older struggling students can read accessible texts in a positive context 4. “Progress does not mean proficiency” - Moving up a level does not necessarily mean that a student is becoming a more proficient reader 5. “Readers have rights (as well as levels)” - Teachers should get students interested and enthusiastic about reading, not chain students to reading only at “their level”. Struggling readers working with low-level texts may not be challenged or interested by the topic - Be flexible with lessons, and ensure struggling readers are being challenged and are reading books that they enjoy Key Considerations - Teachers use professional judgment - Motivation, interest and choice are crucial - Flexibility in using levelled books for diverse student needs Guided Writing - Students compose texts with teacher support - Reinforces writing skills with applied concepts Teachers Role - Grouping based on needs - Explicit mini-lessons for writing skills - Observing, coaching and probing during guided writing - Emphasis on “feed-forward” for improvement Students Role - Actively apply learned writing skills - Share work and discuss lesson purposes Focus on Strategies - Emphasis on strategies aligned with instructional levels Assessment - In the moment assessment, scaffolding for individual texts “Leaning-In” Moments - Brief conferences during guided writing - Observe, coach and provide targeted support “Feed Forward” vs Feedback - Focus on strategies for improvement - A forward-looking approach to writing improvement Topics for Guided Writing Lessons - Based on observation and assessment - Challenging tasks within instructional levels Structure of a Guided Writing Lesson - Follows before, during and after structure - Flexibility in choosing relevant strategies Importance of Instructional Level - Tasks should align with learners’ instructional levels for effective skill development Feed Forward Prompts - Suggested prompts guiding students to specific improvement strategies Balanced Literacy Connection - Part of a comprehensive literacy approach - Integration of various literacy components for holistic skill development Chapter 10: Independent Reading and Writing Independent Practice in the Gradual Release of Responsibility Model Definition: Students utilize acquired skills without teacher assistance Significance: represents the pinnacle of the gradual release model Fluency and Flow in Reading and Writing Fluency: read with speed and accuracy Flow: state of complete immersion and engagement Independent Reading Text Selection Criteria: read at 95% and above accuracy Reading motivation: classroom library, choice in reading, book talks Reading Fluency Definition: linked with higher comprehension levels Assessment: passage selection based on grade placement Building fluency: modeling, choral reading, rereading, tracking rates Readers Theatre Definition: performance emphasizing expressive reading Script Characteristics: not memorized, performed in groups Group Dynamics: rehearsals focus on expressive reading Independent Reading Lessons Overview: mini-lessons, before, during and after components Reading conferences: individual meetings for insights and assessment Example lesson: making inferences with clear components Overall Structured approach: balanced teacher guidance and student autonomy Supportive reading environment: promotes purposeful and engaged independent reading Independent Writing - Learners show competence and confidence to choose topics, problem-solve and set goals with minimal assistance - Utilizes learning from modelled, shared and guided writing Mini-Lesson Before Independent Writing - The teacher reviews a skill or concept based on class needs - Fountas & Pinnell (2001) recommend a quick mini-lesson Writing Options for Students - Write within a genre, use 6+1 traits of writing and follow the writing process - 6+1: ideas, organization, voice, word choice, sentence fluency, conventions + presentation - Fisher and Frey (2003) stress using skills from the gradual release model (modelled, shared and guided writing) Duration and Flexibility - Independent writing spans several days, not confined to one class period - Fisher and Frey (2003) caution against rushing through the gradual release steps Sharing of Independent Writing - Purposeful sharing or publishing is crucial - Fisher and Frey (2003) highlight the importance of sharing in the writing process Forms of Sharing - Reading to the class or a buddy, typing and adding graphics and displaying bulletin boards - Creative ways by Shelley Harwayne (2001): guest speakers, performances, literary readings, digital publishing and more Writing Conferences - Response to children's writing encourages improvement and preparation for publication - Positive conferences maintain the writer’s energy Teacher’s Role in Conferencing - Shows interest in ideas, guides, answers queries and provides feedback - Balances feedback and instruction, using questions effectively Effective Questions in Conferences - Process, development and structure questions - Encourages students to ask their own questions Conference Structure - No specific structure requires openness and spontaneity - Teachers aim to let students lead while maintaining a fine balance Importance of Opening Remarks - Positive remarks elicit better responses - Patience required. Students need time to respond and adapt to talking while teacher listens Conference Questions - Purpose, audience, information gathering, sequencing and more - Questions vary based on the type of text being written Assessment and Planning - Information from conferences aids in assessment, planning future lessons and forming guided writing groups Independent Writing Lesson Structure - Before, During and After structure - Focus n a specific writing skill or concept Role of Students Before, During and After Writing - Listen to mini-lessons, apply skills during writing and share texts afterwards - Summative assessment for the taught writing skill Example Independent Writing Lesson - News Stories Focus: the 5 W's and inverted pyramid structure Before: Review the mini-lessons on news reports, and explain the structure During: students work on their news stories with teacher conferences After: Students share on the class blog and the teacher assesses based on content and organization Overall - Independent writing is a culmination of the gradual release model - Purposeful sharing and publishing add value to the writing process - Effective conferences with the right questions support writing development - Structured independent writing lessons enhance skill application and assessment Chapter 11: Word Work Study of Grammar - Involves semantics, morphology and syntax Traditional Grammar: commonly regarded as the description of parts of speech and sentence structure Functional Grammar: provides a useful focus on how language functions in particular contexts, the importance of language choices and the analysis of extended passages of text Parts of Speech: noun, pronoun, adjective, verb, adverb, preposition, conjunction, interjection or exclamation (8 parts) Spelling Instruction Phonology: knowledge of the sound of words (letter names, blends, syllables) Syntax/morphemes: word function knowledge such as sentences (affixes, prefixes and suffixes) Semantics: meaning knowledge (links between happy and happiness) Etymology: word history and origins (origin of “sandwich”) Sight: familiarity with how words look in print or writing Shared writing: the teacher transcribes the entire text while engaging students in a discussion about how the text should be composed Guided writing: involves a teacher working with a group of learners on a writing task Independent writing: gives children the opportunity to practice their writing in their self-led play and learning Spelling Sequence Stages Scribbling/drawing: letters and symbols are strung together randomly Pre-phonetic: alphabet letters are used to represent words, but spellings do not include any of the sounds in the words Phonetic: students represent sounds with letters, there are one-syllable spelling patterns and syllable combinations Transitional: writers use phonological, sight and morphemic knowledge with some characteristic misspellings still present Correct spelling Digraphs: single sounds made from a combination of two letters, either vowels or consonants Handwriting Process - Integration of visual, auditory and tactile skills - Gross and fine motor coordination - Directionality and slope - Memory and recall of letters, words, and sounds - Automatism: writing without conscious effort Chapter 12: Assessment in Reading and Writing Assessment: the process of gathering and interpreting information from a variety of sources that accurately reflects how well a student is achieving the curriculum expectations in a subject or course Evaluation: refers to the process of judging the quality of student learning on the basis of established criteria and assigning a value or grade to represent that quality Purposes of Assessments - Identify a starting point for teaching at the beginning of a school year - Plan for ongoing teaching and learning - Place students into groups according to common learning needs - Match students to texts for balanced literacy activities (guided reading) - Identify what students have learned as a result of the teaching program - Help students monitor their own progress - Identify students who are in need of extra support or extensions - Report to parents/caregivers about their child’s progress - Evaluate the effectiveness of teaching programs - Evaluate the effectiveness of whole-school programs - Report to governments and education authorities about the effectiveness of school programs Assessment FOR Learning - Aims to inform instructors as to the effectiveness of different strategies as they are implemented and allow the instructor to make informed changes to his or her approach - Diagnostic assessment: describes assessment that establishes a starting point for programming and teaching  - Formative assessment: giving student feedback during learning, which not only lets the students know how they are doing but also informs the teacher about planning for future teaching Assessment OF Learning - Aims to identify what students have learned as a result of a program of study - Summative assessment: aims to identify what students have learned as a result of a program of study Assessment AS Learning - Provides an opportunity for students to use assessment for their own learning, which can lead to more independence through monitoring self-progress, setting next steps and through learner reflection - Self assessment How to Use Assessment in the Classroom Starting point: diagnostic assessment to help set learning focus at the beginning of the year Ongoing or formative assessment: helps teachers identify what progress has been made Built in assessment: build in assessment of student learning at several points along the way Summative assessments: assessments at the end of the year, unit or topic to determine how successful their teaching strategies were and see what has been learned Teaching/Learning Cycle A Process for Assessment Step 1: Gathering information Step 2: Analyzing information Step 3: Making informed judgments Step 4: Using assessment information Reading Interest Assessments Checklists: are a useful procedure for guiding a teacher’s observations and recording the results of those observations Rubrics: includes specific criteria for assessing student work similar to checklists but also has different criteria based on different levels of achievement Anecdotal records: refer to notes teachers make in their observations of students’ literate behaviours. They do not follow specific criteria or standards but instead are a report of teachers’ observations of student abilities Running records: modification of miscue analysis and can be used as part of formative, summative or diagnostic assessment (example: student takes record of the actual reading by a student of a particular piece of text) Three Types of Miscues 1. Semantic or Meaning Cues: come from the students own experience (think, “does this make sense?” 2. Syntactic or Structural Cues: come from the student’s knowledge of correct oral language structures (think, “does this sound right?”) 3. Graphophonic or Visual Cues: come from the students’ developing knowledge or letter-sound relationships and of how letters are formed into words (think, “does this look right?”) 6+1 Traits of Writing Assessment - These traits are key aspects of the curriculum expectations and assessment of children’s writing across many Canadian elementary schools 1. Idea or message 2. Organization (design, structure and pattern of ideas) 3. Voice (feelings through words) 4. Word choice (phrasing for example, precise language) 5. Sentence fluency (rhythm and flow) 6. Conventions (grammar and mechanics) + 1: presentation (form and layout) Phonemic Awareness Assessment - Observing students as they perform phonemic awareness tasks provides the teacher with information on their ability to hear and manipulate sounds meaning their ability to isolate, identify, categorize, blend, segment and delete phonemes in words and to manipulate onsets and rimes The Cloze Procedure: involves the deletion of words from a text leaving blank spaces in place of the words at intervals in the passage or on the basis of function Standardized Tests: one that is administered under standard or controlled conditions that specify where, when, how and for how long students may respond to the questions Assessment Triangulation Conversations: include discussions of student self-assessments or involve student-teacher conferencing Observations of Process: can involve formal and informal observations of student behaviour and outcomes, such as students answering questions, their re-telling or predictions Collection of Products: may include projects, assignments or tests Triangulation: the process of combining methodologies or sources of information, over time to strengthen the reliability of classroom management assessment Chapter 13: Viewing and Visually Representing Visual literacy: the ability to read signs, images, pictures, perspectives, focalizations, shapes and forms. Analyzing the power of images in particular contexts. Making meaning out of images. Visual language: the idea of images and words working together to create an idea and not being independent of each other Language Arts of Visual Literacy: a) Viewing: making meaning of visual communications. Needs to have instruction on how to interpret the visual language to make sure they are getting the most out of it b) Visually Representing: an example of visual representation is smoke without the fire - Metonymy: an attribute of a thing that stands for the thing itself (“the deep” instead of saying the ocean) - or a synecdoche- a rhetorical term where a whole is taken to replace a part (“the kettle is boiling” meaning the water in the kettle is actually what is boiling) Books, and especially picture books, often use these strategies to represent parts of ideas where the rest is up to your interpretation. Symbols: types of signs. They are visual objects that, come through common acceptance and cultural coding, has come to represent particular meaning Semiotics: the study of signs focusing on patterns of communication. Language is a sign system Characteristics to consider when teaching viewing: 1. Background, landscape, context, environment - Set up the generic expectation of what is to follow 2. Lines - Can express barriers, exclusion, connection, relationships 3. Space - Can represent freedom, emptiness 4. Time - Can be shown season, time of day, historical period 5. Visual syntax - Arrangement of elements for example lines are usually read up to down  6. Sequencing - How does one element lead to the next 7. Causality - Representation of cause and effect example what is going to come next if Peter rabbits mom walks down a path holding a basket? 8. Connections - Grouping of items example all the kids in party hats 9. Direction - A sense of movement across a page 10. Relationship 11. Comparison 12. Metaphor - Images can represent something more abstract 13. Satire and irony 14. Diagramming - Ex; a diagram of an airplane to help visualization 15. Labelling - Provides more accuracy 16. Timelines and charts 17. Navigation - Overlap with other elements to help them make connections between them 18. Use of numbers 19. Maps 20. Cartoon conventions - Thought, speech, movement, speed, impact and emphasis How students can visually represent something - Draw a picture of a scene - Create a sculpture - Make puppets - Open mind portraits Categories of Drama in the Classroom Dramatic Play: students use drama and play to learn. For example, play centres, puppets, masks Process drama: drama is the vehicle for learning and the emphasis is on the process and not the finished product example: roleplay, improv, addressing challenges through drama Theatre drama: a drama production is performed for an audience. Students create plays or perform one created by a writer The teacher may be in a role to help guide the drama or take a less desirable role that may be emotionally challenging for students. The teacher can coach from the side to not disrupt their creativity. Dramatic Retellings - Retell a story visually - Allow for free play and creativity - Example: readers theatre - Technology can be used to enhance students’ responses to drama for example, bit strips, book creator, IMovie Chapter 14: New Literacy and Critical Literacy Multiliteracies: visuals, audio, spatial patterns of meaning Benefits of technology in the classroom: - Allows students to store and retrieve texts easily - Can motivate students who find manual writing difficult - Students can easily revise their writing without as much teacher support - Promotes independent and collaborative writing (Google Docs) - Helps identify grammatical and spelling errors Concerns with technology in the classroom: - Text messaging has produced a textspeak that is now being used in formal writing - Abbreviations and proper grammar are getting lost - Original ideas are being lost and everything being completed online (plagiarism) reduces our creativity Teaching Digital Literacy - Teachers must be sure to evaluate any digital software or website ahead of time - Consider relevance, reliability and accuracy of the information, bias - Students know the purpose of the site, who create the information, when it was last updated, how to check the accuracy, whether the information can offend or hurt anyone Technology in the Classroom Ideas - Writing to an e-pal - Inquiry-based webquest - guided searches on the internet to solve a problem-based scenario created by the teacher - Creating a podcast and writing a script Critical Literacy - helps students form better judgments - Reading with a knowledge of how language can be used - Reading with an appreciation of how a particular viewpoint can be supported - Reading with an understanding of the context of different perspectives that may be associated with different uses of language - Reading with an awareness of where the text positions the reader - Reading with an understanding of the personal, social, cultural and aesthetic values of the text - Understanding how the text was constructed and how it may influence the reader Chapter 15: Literacy and English Language Learners (ELLS) Who are English Language Learners? - ELLs are those whose primary language, or languages, of the home are other than English - ELL is often used instead of English as a Second Language (ESL) to incorporate a wider range of language learners - ELLs are “students who are learning the language of instruction at the same time as they are learning the curriculum and developing a full range of literacy skills” - Canadian-born ELLs include “Aboriginal students whose first language is a language other than English; children who were born in communities that have maintained a distinct cultural and linguistic tradition, who have a first language that is not English, and who attend English-language schools; and children who were born in immigrant communities in which languages other than English are primarily spoken” Types of Language Development for ELLs: Everyday English versus Academic English - Through exposure to the English language as well as practice, students are likely to become proficient in basic interpersonal communication skills (BICS) - BICS includes the ability to carry on a conversation in familiar everyday settings - Cognitive Academic Language Proficiency (CALP) is specific to the social context of schooling and therefore can be defined as “the extent to which an individual has access to and command of the oral and written academic registers of schooling” Gaining Information about Home Languages - Create an alphabetical list, with students, of all the languages spoken by students in the class (including English) - Organize a brainstorming sessions about the meanings of the terms first, second and additional language and encourage students to generate discussion - Create a chart with the following heads: Language; First; Second; and Additional - Have students, in pairs, interview one another about their languages Oral Supports for ELL - It is important that classrooms for ELLs provide opportunities for students to engage in many oral language exchanges while recognizing that some ELLs might have a “silent period” in which they are reluctant to speak - Classroom dialogue stimulates the development not only of new conceptual understanding but linguistic understanding as well - Teacher questioning can play an important role in promoting student talk and learning First Language Oral Supports - Have students share their thoughts and ideas in their first language to encourage participation - Ideas from their conversation can be shared with the larger group by the more proficient English speakers - Provide opportunities to practice oral English in small groups to facilitate the development of a sense of trust and belonging in the classroom - Allow extra response time for opportunities to think in a first language and compose a response in English General Strategies for ELLs - It is important to remember that ELLs go through the typical process that non-ELLs go through in their acquisition of pronunciation (e.g. from basic sound units to rhyming, to spelling or grammar - putting words together, learning about past tenses and written grammar), but are often progressing through the process at a later stage - Scaffold instruction through the use of many strategies such as the use of visuals, graphic organizers and demonstrations - Connect to students’ lives by relating material to students’ out of school lives and their past experiences - Affirm students’ identities by building on their culture. Book reading with children or engaging in storytelling is a way to accomplish this - Expand language knowledge across the curriculum. All teachers of children should assist in teaching children new vocabulary and language - State the message in more than one way. Repeat in small groups to ensure understanding. Ask the students to paraphrase instructions to make sure they understand the task. Use simple vocabulary side by side with the sophisticated new terms - Simplify sentence structure by explicitly teaching new sentence structures. Ensure that the new structures are experienced in a variety of contexts across the day and supported in students own communication (oral and written) - Students learning English may be confused by idiomatic expressions. You may need to rephrase or explain the idioms that arise naturally so that students are able to use them appropriately. Reading and Writing Strategies - Steps to English Proficiency (STEP) is a framework for guiding instruction and assessing the language and literacy development of ELLs. Further Literacy Strategies to Support ELL Students: Print Knowledge to Fluency - Oral discussions will build concept knowledge for writing and assist in the development of oral language skills - Dual-language books will also offer assistance as children make comparisons between a first and second language and can assist with cross-language transfer - Creating a bilingual dictionary is one means of providing a written visual for ELLs - Academic vocabulary activities such as comparing and contrasting word parts can also be highlighted for ELLs - As ELLs gain knowledge of English phonics, grammar and vocabulary and are beginning to engage in the reading process, teachers may assist students in reading fluency More strategies: - Repeated readings - Reading while listening - Cross-age reading - Independent reading Literature and Knowledge of the World - Dual language texts can be an active part of a balanced literacy program, including read-alouds, shared, guided and independent reading opportunities An Open-Hearted Literacy Story Gathering - Share children’s literature on family heritage - Provide recorders for students to take home if parents prefer oral storytelling - Demonstrate how to make a storyboard Prewriting - Ask community partners to translate stories if needed - Provide sentence frames for students or organizers (e.g. I like, I have) and ask them to think about the overall story (could share their story with a partner) Writing and Illustrating - Ask students to write and illustrate each page individually - Individually confer with students Finishing - Provide a choice of book-making templates - Paste the home language version on the back of the book Presenting - Have students practice reading their stories and share their work at family celebrations Teaching Indigenous Students - Story arts: multimodal communications of visual, print and speech that give shape to cultural, educational and spiritual experiences. They may be seen as story, ecology, and genealogy. - Story: narratives expressed in multiple modes, texts and media - Ecology: webs relating humans to internal and external environments - Genealogy: ways of relating human presents to common or uncommon parts - Make opportunities for music and dancing in your classroom, invite one of the Elders to engage in storytelling, be as creative as you can, use not only the local community and its Elders but also the local environment Dialect - English is a global language with many different varieties or dialects Assessment and ELLs - Modifying instructions to make them as clear as possible to the learner - Select font sizes that are as large as possible - If possible, provide visuals for unfamiliar vocabulary on a test or wall charts - Use yes or no responses for recall information - Allow some students to respond orally rather than in writing - Give practice opportunities for children to respond in pairs or small groups - Provide extended wait time for students Chapter 16: Emergent Literacy and Literacy at Home Emergent Literacy: refers to the reading and writing behaviours and concepts of young children that precede and develop into conventional literacy and it involves the skills, knowledge and attitudes that are important for a child to learn to read and write Language and Print Engagement - Families language and print engagement with young children supports their language and literacy development - The period of birth to 5 years is the fastest language-learning time in a child’s life Vocabulary - A 2 year old controls about 200 words - A 3 year old controls about 1000 words  - A four year old controls about 2000 words - An adult controls in between 4000 and 5000 words Language Play - Phonemic awareness: the awareness of the smallest sounds or phonemes that make up the oral language - Helping young children become aware of the sounds of language is helping them to see the connections to print, eventually Sharing Books and Engaging in Oral Storytelling - When choosing stories, remember a story must hold the child’s attention through its plot, characters, action, humour, and tellers presentation - Genre: genre refers to the aspects of texts, such as the subject and linguistic features that distinguish it from other types of texts Book Reading: Learning about Print - Books provide the essential link between learning to talk and learning to read Book Print: - Different types of texts - Different from pictures - Relates to spoken language - The left page is read before the right - Read from left to right - Spaces between words - A series of words make up a sentence Screen Print: - Different types of screen texts - Relates to images, animation, sound effects - Is not fixed Book Reading: Interacting with Text - When children are familiar with a book from many shared readings with parents, they go through the following stages in learning to read 1. Attempts governed by pictures, stories not formed 2. Attempts governed by pictures, stories formed 3. Refusing to read based on print awareness 4. Reading with strategies imbalance 5. Reading independently Sharing a Book with a Child (Read aloud)  1. Select a well-known book that you are familiar with. Read the story to yourself first and rehearse your voice and facial expressions 2. Talk to the child about the book before you start reading. Discuss the cover and illustrations 3. Read the book at a suitable pace, enjoy the pictures and allow time for comments 4. Reflect on how you read to the child Telling a Story 1. Select a story, practice the story, memorize the main parts. Practice voice and expression 2. Tell the story and reflect on how you did Emergent Writing Activities - Young children's early writing is an opportunity for children to express something that is significant to them - Children's writing goes through the process of composition and transcription - The earliest attempts at transcription involve drawing and scribbling Public and Environmental Print - Public Print: is part of the child's world of print, and sooner or later they will notice it - Print in the environment gives young children an awareness of how literacy is used in their community, often through language interaction with others - Some of the children's earliest encounters with print are associated with public print - Environmental print: logos, such as community logos or household child logos - Some early literacy software contains possible exercises featuring onset sounds and rhyming words - Onset: includes the initial consonants - Rime: in a word is often the vowel followed by the other letters in a word Engagement in Dramatic Play - Children adopt their pretend play from life experiences - Dramatic play enhances children’s comprehension of stories through re-enactments Implications for Teaching - Classrooms that continue to share and discuss environmental print with children, engage in storytelling and book reading to children, provide opportunities for dramatic play and extend other experiences children encounter in the out of school context enable a smooth transition for children from home to school Emergent / Early Reading and Writing Development  - As children develop as readers and writers, they learn knowledge about texts and how they function in society, about meanings, about language, and about how the sounds of language relate to the letters and words on the page Parental Supports of Literacy in the Elementary School Years - Reading books with children outside of school - Engage in rich oral language interactions with children Summary - Children have made significant steps towards literacy before they come to school - Children bring with them to school their early encounters with public and environmental print, experiences with information and communication technologies, and a quest for gaining meaning from books - Of particular importance within prior-school literacy development is close involvement with a caring adult, oral language experiences and stories told and/or read to the child - Also important is an awareness of print in the environment and the way literacy is used in the child’s community - Children develop as literate learners and acquire knowledge and skills related to language and text that help them become proficient readers and writers - Teachers can extend children's learning by building on some of children’s out of school early oral and written language experiences in the classroom - Many of the early supports for literacy development engaged in by parents during the early years are extended into elementary school Links from Kristen: Chapter 4 and 12 Review: - A collection of student work that shows development over time: PORTFOLIO - Considering what you expect to happen in a text: PREDICTING - Rapid jumps made by the eyes during visual scanning: SACCADES - The study of evolving meaning of words within a language: SEMANTICS - The arrangement of words in sentences: SYNTAX - Creating mental images as you read: VISUALIZING - The process of gathering and interpreting information about student achievement: ASSESSMENT - The type of assessment done at the beginning of the learning cycle to determine a baseline: DIAGNOSTIC - The type of assessment where teachers give feedback to students for improvement: FORMATIVE - The process of grading student work, assigning a mark for report cards: EVALUATION  - A type of assessment where teachers take a standardized form of shorthand to record student reading of a passage: RUNNING RECORD - Notes teachers make while observing student behaviours: ANECDOTAL RECORDS - Created a taxonomy of comprehension from most basic to advanced: BLOOM - The aim of reading, and understanding written text: COMPREHENSION Chapter 3 and 11 Review: - Phonic decoding is one way for a reader to recognize words: TRUE - There are 66 phonemes in English: FALSE (44) - It is possible for a word to have more letters from phonemes: TRUE - English consists of logographic writing system: FALSE - In Canada, there are regional dialect differences: TRUE - General sound discrimination should be taught after teaching phonemic awareness: FALSE - In the word “clown:, the cl letter combination is a blend: TRUE - Phonics instruction is complicated and should be delayed until the intermediate grades: FALSE - Children should be allowed to read silently and to read aloud: TRUE - Since grammar has to do with parts of speech, it is best taught devoid of context: FALSE - From a traditional English grammar perspective, there are 6 basic parts of speech: FALSE (there are 8) - And, but, because and although are all examples of prepositions: FALSE (in, at, on) - Punctuation helps to clarify meaning: TRUE - Accurate spelling should never be neglected but should be considered in perspective: TRUE - Spelling acquisition is developmental, in broadly defined stages: TRUE - In a dictionary, the word being defined is referred to as the headword: TRUE - Which and witch are homographs: FALSE - A factor for the legibility of a student’s handwriting is fine motor coordinations: TRUE - Research demonstrates that handwriting benefits students’ memory and letter perception: TRUE Chapter 5 and 14 Review: - Students write non-stop for specified periods to get ideas on the age: QUICK WRITE - Examines the attitudes and beliefs that the reader brings with them to the reading: READER RESPONSE THEORY - Categories of texts that deal with function and or purpose: TEXT-TYPE - Examining texts for signs and clues about intentions and attitudes, whether implicit or explicit: CRITICAL LITERACY  - Involves multimodality or visual auditory, and spatial patterns of meaning in communication: MULTILITERACIES - Writing that is purposeful and for real purposes is often said to be this: AUTHENTIC - Four broad developmental stages for writing: emergent, early, developing, proficient - Open-ended investigations where the teachers guide students’ learning: INQUIRY-BASED LEARNING - Often used when planning writing to organize ideas: GRAPHIC ORGANIZERS - These provide a manageable framework for teaching and assessing the essential elements of writing: 6+1 TRAITS OF WRITING - Categories of texts that deal with similar subject matter, structure and or linguistic features: GENRE - An approach to integrate technology into writing considering best practices: E-BEST - Providing this is one of the most powerful ways to motivate writers and allow them to take ownership of their writing: CHOICE - Usually contains the following steps, generating ideas, drafting, rethinking and revising, editing, proofreading and publishing or sharing: PROCESS WRITING - The separation between those who can easily access technology and those who cannot: DIGITAL DIVIDE - Work that combines various forms of written, spoken, heard or visual communication: MULTIMODAL - The ability to manipulate, navigate and effectively use digital technologies: DIGITAL LITERACY Chapter 6 Review: - The primary technology of communication is: LANGUAGE - In the twenty-first century, language is now considered to be: ANYTHING THAT IS COMMUNICATIVE - Children’s literature is defined as texts that: ARE READ BY, TO AND WITH CHILDREN - ______ is described in the chapter as the essence of literature: STORY - The ability to understand and create information using digital technology is called: DIGITAL LITERACY - Students who have the literacy skills necessary for reading but also possess other knowledge such as knowledge of how texts work, and how enjoyable and rewarding reading can be are known as: KNOWING READERS - A graphic novel is a book: THAT USES WORDS AND ART, PANEL STYLE Chapter 7 and 8 Review: - Think-alouds make the internal processes of reading and writing visible: TRUE  - Usually for real-aloud, students can read fewer than 90% of the words correctly in the text: TRUE - Read-aloud are usually difficult text: TRUE - Read aloud following a before, during and after structure: TRUE - Modelled instruction uses the lowest amount of teacher of the balanced literacy strategies: FALSE (uses the most) - In modelled writing, the students do the physical writing: FALSE (teacher is demonstrating) - In shared instruction, most of the task is completed by the students: FALSE Chapter 9 and 10 Review - When texts are read with accuracy, speed and prosody: READING FLUENCY - 90-95% (94% in Ont.) reading accuracy: INSTRUCTIONAL READING LEVEL - Being in the zone, fully engaged in a task: FLOW - Static groups that are organized based on students’ abilities (often low, medium, high): FIXED GROUPS - 95% + reading accuracy, an easy text: INDEPENDENT READING LEVEL - A place/room in a school where levelled reading materials are stored: BOOK ROOM - Developed by Daniels, students are giving rotation roles to facilitate discussion about texts: LITERATURE CIRCLES The 8 Parts of Speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction and interjection Jeopardy Reading: - Word recognition x language comprehension = reading comprehension is known as… THE SIMPLE VIEW OF READING - Texts that students can sound out after they have been taught a phonics sound are known as… DECODABLE TEXTS - Independent Reading is different from this form of silent reading… DEAR, SSR - True or False: Read alouds are also known as modeled reading: TRUE - This type of literacy is systematic, explicit and sequential: STRUCTURED LITERACY (science of reading is also acceptable) - What are the 6+1 Traits of Writing: Ideas, organization, voice, word choice, sentence fluency, conventions and presentations - In guided writing, the teacher does this before the students start writing: SCAFFOLD LEARNING USING A MINI-LESSON - Prewriting, drafting, revising, editing, publishing and sharing are steps in what? THE WRITING PROCESS - A teacher doing shared writing “sharing the pen” is called what?: INTERACTIVE WRITING - Factual description, factual recount, procedural recount, persuasive, advertisements, cause and effect, and letters are examples of what?: GENRES - Students are drawing a comic strip retelling a character's feelings in the story. They are creating a _____ of the text: VISUAL REPRESENTATION - Using drama as a learning tool to explore topics and themes is called: PROCESS DRAMA - Name what each letters stands for in Linda Gambrells ARC of motivation for literacy: ACCESS, RELEVANCE, CHOICE - Considering the assumptions and ideological relationships within texts is called: CRITICAL LITERACY - In July 2023, Ontario mandated that students second-year kindergarten to Grade 2 be ___ for early reading skills: SCREENED - When students read a text in unison, like a choir, is referred to as: CHORAL READING - Teaching through a process from high teacher support to low teacher support is known as: THE GRADUAL RELEASE OF RESPONSIBILITY - The concept of being in the zone: FLOW - A group or chain of islands is known as archipelago. Archipelago is a Tier ___ vocabulary word: TIER 3 - A student who writes stories not yet in conventional writing, but in letter-like units is an _____: EMERGENT WRITER - The word unfolded has this many morphemes: 3 (un-fold-ed) - The relationship between print (orthography) and sound (phonology) is called: PHONICS - The ability to manipulate individual sounds orally is called: PHONEMIC AWARENESS - Phonemic awareness and the alphabetic principle are the two best predictors of future success in literacy: TRUE - Units of meaning within words are called: MORPHEMES