What are the Five Components of Reading_(C1)?

1. Phonemic Awareness: hearing, manipulating sounds of language; inc. ryhme and rec. word parts
2. Phonics: understanding relationship bet. letters/sounds; allows for decoding words.
3. Fluency: reading quickly, accurately and w/expression. Can concentrate on what they read b/c no brain work is used on decoding.
4. Vocabulary: words reader understands/uses. More words reader knows, more understanding what is read. Knowing how words relate to each other leads to comprehension.
5. Comprehension: understanding what is read. incl. plot or info. in article; rec. main idea; ability to compare/contrast characters in a story.                  

Competency 1

Knowledge of the Reading Process

Key indicators:

Five components of reading

Word recognition skills

Critical thinking strategies

Reading fluency

Reading comprehension

Informational and literary text structures

Emergent literacy

Word recognition (or analysis) means students have ability to visually identify words in isolation or context. What are the 5 phases of word

recognition_(C1)?

1. partial alphabetic: Child associates letters w/sound. 
2. pre-alphabetic: Usually Pre-K; child relies on visual clues to help them read words such as Golden Arch logo = McDonalds
3. full aphabetic: Children are able to read words in this stage of developing word analysis skills, or word recognition.
4. graphophonemic: Refers to the sound relationship between the orthography (symbols) and phonology (sounds) of a language. 
5. morphemic: smallest meaningful unit of speech. Morpheme can be a free form (PIN) or a bound form ( -S in PINS), has no smaller meaningful parts. Many words have one morpheme, but some, like compound words or words w/affixes, have more than one.

What are the Critical Thinking Strategies_(C1)?

1. making connections
2. making predictions
3. questioning
4. summarizing

Critical Thinking Strategies defined

making connections: 3 types of connections to text to aid reading comprehension: 1) text to self 2) text to text, and 3) text to world. 1) reader has made connection of reading to own personal lives 2) reader has made connection of text to another text previously read 3) reader has made connection of text to some topic or event that is or has taken place in world. Whatever type, the act of making connection helps reader to better understand and comprehend text.

making predictions: aids student comprehension; prior to reading make predictions about what reader thinks text will be about. Then during reading, predictions can be revised or affirmed.

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questioning: strategy to help student make meaning from what is being read. Four key types of questions: 1) "right there" questions (text explicit) is a literal question, answer in text itself 2) "think and search" questions (text implicit) is implicit in text but student must sythesize, infer or summarize to find answer; tend to be open-ended without set answers. 3) "reader and author" questions needs reader to combine his experience or knowledge with what author states in text. 4) "on my own" questions where reader needs to generate answer based on prior knowledge

summarizing: simple and concise paraphrazing what was read. Takes place during and after reading; can be done orally (whole group, small group, pairs) or in writing.

Accuracy, Automaticity, Rate and Prosody are components of what_(C1)?

Reading fluency

Define:

Accuracy

Automaticity

Rate

Prosody

• Accuracy: ability to correctly read the words in a text
• Automaticity: ability to instantly recognize a large bank of words quickly to decode unfamiliar words
• Rate: speed of reading
• Prosody: ability to read with appropriate rhythm, intonation, and expression.

Some instructional methods that aid fluency are:

repetitive or repeated reading

oral reading

echo reading

choral reading

timed reading

readers theater

audio books

poetry reading

independent

paired reading

Essential Skills for Reading Comprehension:

main idea

supporting details and facts

author's purpose

fact and opinion

point of view

inference

visualize

conclusion

8 Reading Comprehension skills defined:

main idea: identifying means determining essential message of a reading selection. Can be constructed from the various supporting details in the text.

supporting details and facts: these in a selection provide reader with the vital information needed to synthesize and summarize what is being read.

author's purpose: identifying is vital to comprehension. For example, author's purpose for writing the text could be to explain, inform, persuade, or entertain.

fact and opinion: A fact is a piece of information that is true and accurate. An opinion is personal judgment. Students should be able to read a selection and identify what is fact and what is someon'e opinion.

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point of view: a POV is a way of looking at something. Authors write from varying PsOV. Student should be able to identify from which POV an author is writing.

inference: making an inference is often referred to as "reading between the lines" or making meaning from the implied or underlying theme/point of the text. An inference often includes merging what is already known about a topic to the new information being presented.

visualize: to visualize text means to create mental pictures in one's mind about the content of the reading. 

conclusion: the conclusion is the end or summation of a reading selection.

Instructional methods/skills to facilitate reading comprehension

activating prior knowledge

summarizing

self-monitoring

questioning

use of graphic & semantic organizers

think alouds

recognizing story structure

instructional skills for reading comprehension defined

activating prior knowledge: students must connect what they hear, read and view with what they already know. Making these connections to the text enables reader to process information and add new knowledge to what they already know. Can use the Think-Pair-Share technique to discuss what they already know about a topic with a partner. Teachers can use graphic organizers like K-W-L charts to elicit what students already know about a topic

summarizing: to summarize is to simply and concisely paraphrase what has been read. This takes place after the reading and can be done orally or in writing. This summation of the reading is often included in a retelling of the selection. Students can use the TPS technique to discuss their summaries with a partner.

self-monitoring: being aware of their thinking as they are reading. Students must pause periodically to reflect and think about the info being presented in the text. This reflection may lead to students making adjustments to their thinking and inevitably gaining greater meaning from the text.

questioning: is the strategy that helps students make meaning of text being read. Teachers must model a variety of questions for students to internalize and implement in their own reading. Students should read with a purpose and question in mind. Questions that clarify the content of the text and the author's intent and questions that lead to further research about a particular topic are all appropriate.

instructional methods and skills to facilitate reading comprehension continued...

use of graphic and semantic organizers: these organizers used by teachers and students to highlight the big ideas in text and to facilitate connections. These organizers sythesize and summarize the reading to aid comprehension.

think alouds: also known as "talking to the text," this method involves the teacher modeling her thoughts aloud while reading text (fiction & informational) aloud to students. Teachers often incorporate vocabulary into their think alouds to pre-teach new words and their meaning. Once modeled by the teacher, think alouds can be practiced by students with a partner.

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recognizing story structure: narratives or stories have a beginning, middle and end that incorporate such literary elements as setting, characters, and plot. Teachers highlight and facilitate the analyzing of story structure through questioning techniques before, during, and after a read aloud or shared reading.

Informational and Literary Text Structures_(C1)

_{Literary or narrative text as a logical sequence. Students can be taught to recognize beginning, middle, and end of a story through story retellings and after a read aloud.}

Whereas informational or nonfiction text is structured using organizational aids called text features. Common text features: title, toc, headings, subheadings, bold and italicized words, illustrations, photographs, labeled diagrams, charts, graphs, tables, glossary and index.

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These text features ususally support the body of the text to help synthesize and summarize the info being presented. Previewing these features aids student in reading the body text. Text feature "scavenger hunts" can be performed to locate the text features present in a text. After reading, graphic organizers can be used to further explore content.

Emergent Literacy_(C1)

Emergent Literacy is the beginning phase of literacy. During this phase children are exposed to the structure or syntax of language and encouraged to predict what the text may be about.

Simply stated, students are getting to know books and learning about print.

Oral language development

Phonological awareness 

alphabet knowledge

concepts of print

Competency 2: Knowledge of Literature and Literary Analysis

 Literary Genres

Literary Elements and Devices  

Multicultural Children’s Literature  

Literature Response

Literary Genres_(C2)

Genres of children’s literature may be presented in picture book or chapter book form and include a wide variety of settings, cultures, and ethnicities in hopes of broadening the readers’ or listeners’ horizons. What are the 8 genres?

• Poetry—Contains short lines, imagery, and elements of sound, such as rhythm and rhyme
• Folklore—Stories that were told by word of mouth: nursery rhymes, fairy tales, fables, myths, legends, tall tales
• Fantasy—Stories that could not happen in the real world
• Science fiction—Stories that might happen in the future
• Realistic fiction—Stories focusing on events that could happen in the real world
• Historical fiction—Realistic stories set in the past
• Biography—Stories that tell the tale of a person’s life
• Nonfiction—Books that present information

Literary Elements and Devices_(C2)

Literary elements such as setting, characters, plot, theme, and style are present in most narratives, and nonfiction text features like labeled diagrams and photographs present informative text in a comprehensible manner. Nonfiction text features include but are not limited to the following: titles, headings, subheadings, bold print, captions, charts, graphs, timelines, table of contents, index, glossary and drawings.

Literary elements

■ Setting—where the story takes place  

■ Characters—people or animals in a story, novel, or play  

■ Plot—the events that take place in a story; often includes a climax and resolution  

■ Theme—the subject or central idea of the story  

■ Style—the vocabulary and syntax the author uses to create the story

Literary Devices_(C2)

■ Alliteration—two or more words or syllables, near each other, with the same beginning consonant  

■ Hyperbole—an exaggeration used to emphasize a point  ■ Onomatopoeia—the use of words with sounds that reinforce their meaning (that is, smash, bang, boom)  

■ Analogy—a detailed and sometimes lengthy comparison of two ideas or events

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■ Irony—using words that mean the opposite of what the author intends  

■ Personification—giving human qualities to a thing or abstraction  

■ Climax—the point of highest dramatic interest or a turning point in the story  

■ Metaphor— a comparison of two distinctly different things suggesting a similarity between them  

■ Simile—a comparison using like or as

Multicultural Children’s Literature_(C2)

can be loosely defined as books written for children that illuminate the variety of cultures, ethnicities, and traditions present in a country of multicultural heritage. Criteria for quality multicultural children’s literature:  

■ Depicts diversity but avoids stereotyping of a particular culture  

■ Explores cultural differences and similarities in a sensitive manner  

■ Provides an accurate and positive portrayal of the culture represented  

■ Language and setting must be consistent with the culture and again avoid stereotyping.

Literary Response_(C2)

responding to literature in variety of ways assists comprehension. These responses may include:

artistic: drawing, paint, collage etc.

discussion: literature circle/book club (heterogeneous groups)

drama: readers theater

inquiry: research

written: (graphic organizers, reading/learning logs, response journals)

Multimedia: tools such as computer software programs or online resources can enhance student reading comprehension. Students could create power point presentations, wiki pages, digital storytellings, or webquests in response to literature

Competency 3

Knowledge of the Writing Process and Its Applications

Writing : Stages, Process, Modes and Conventions_(C3)

• developmental writing stages
• the writing process
• modes of writing
• teaching writing conventions

Developmental Writing Stages

these begin with scribbling and end with conventional spelling; they are scribbling, mock handwriting, mock letters, conventional letters, invented--temporary--or phonetic spelling and conventional spelling

What are the five stages and components of the writing process?

1. prewriting
2. drafting
3. revising
4. editing
5. publishing

What are the six modes or types of writing? 

1. Narrative: recounts personal or fictional experience or tells story based on real or imagined event.
2. Persuasive: to convince reader that a POV is valid or reader should take an action
3. Descriptive: to "paint a picture" or describe person, place or thing
4. Expository: gives info, explains why or how, clarifies a process or defines a concept
5. Informative: informs reader in attempt to create newfound knowledge
6. Creative: uses writer's imagination

Competency 4

Knowledge of Reading Methods and Assessment

Reading Assessment

Classroom Organizational Formats

Emergent Literacy

What are the two basic types of reading assessment?

formal and informal

Formal assessments include what three types of tests?

intelligence tests

achievement tests (norm and criterion-referenced)

diagnostic tests

Reading assessment methods:

norm-referenced                   criterion referenced

diagnostic                            performance based

fluency checks                      informal reading inventories

rubric                                  running record

screening                             progress monitoring

anecdotal notes (records)       cueing systems

cloze                                   response logs

retelling

What are the three main cueing systems?

semantic, syntactic, graphophonemic

Describe the semantic cueing system.

Describe the syntactic cueing system.

Describe the graphophonemic cueing system.

Classroom Organizational Formats (for reading methods)

Literature circles (small temp. groups)

Workshop approach (teacher and students learn together; includes modeling from teacher then guided practice with students)

Literacy center/stations (poetry, listening, word work, writing, spelling, comp., lit. response, vocab., art, ind. reading etc.)

Small groups (jigsaws: sm. group works on task to share w/class to complete idea)

Paired/buddy (between two students)

Emergent Literacy_(C1&4)

What four terms are relative to emergent literacy?

1. Oral language development

2. Phonological awareness

3. Alphabet knowledge

4. Concepts of print

What is oral language development in emergent literacy?

What is phonological awareness in emergent literacy?

What is alphabet knowledge in relation to emergent literacy?

What is concepts of print in relation to emergent literacy?

Competency 5

Knowledge of Communication

Penmanship

Instructional Methods and Strategies

• listening
• speaking strategies

What four elements are connected to penmanship?

Letter formation

Spacing

Letter size and alignment

Line quality

What is the most often used language art, yet most neglected?

Methods and strategies for enhancing listening are:

Set a purpose: help students with objective for reading

Questioning and visualizing: all through reading encourage both to enhance comprehension

Summarizing: synthesizing and seeing relationship between key concepts in reading selection.

Graphic organizers: solidifies last phase of listening--comprehension--use these to synthesize and evaluate.

What are two types of listening?

Efferent - for learning new information

Aesthetic - for pleasure or enjoyment

Methods and strategies to enhance speaking are:

Organizational format

questioning

retelling

drama

Competency 6

Knowledge of Information and Media Literacy

Information and Media literacy

Educational Technology

• interactive whiteboards
• computer software

What five definitions are related to information and media technology?

Artifacts - real objects; usually of a particular culture or event

Internet

Printed material - books, magazines, journals and so on

Primary sources - document or piece of work written, recorded, or created during a particular time period: photos, speeches, interviews, diaries, video/audio recordings etc.

Visual Media - aka non-print media, refers to anything that is not literally printed: tv, video, radio broadcast, etc.

Competency 7

Knowledge of Time, Continuity and Change (History)

Historical Events and Figures

Early Explorers

Florida History

Christopher Columbus

(1451-1506)

most famous explorer

four voyages to find East

discovered Bahamas, Hispaniola, Cuba, Dominica, Guadeloupe, Jamaica, Central America, and South America

opened up Western Hemisphere

French and Indian War 

(1754-1763)

extension of the European Seven Yearss War

battle was over colonial territory & wealth by the French and English

strengthened England's colony hold, but weakend relationship which led to Revolutionary War

American Revolution

(1775-1783)

rising tensions from French/Indian war began this;

13 original colonies: Mass, RI, Conn, New Hamp, NY, NJ, Penn, Delaware, GA, Maryland, NC, SC, VA

Colonies fought British; war ended with signing of Treaty of Paris recognizing sovereignty of US

Declaration of Independence

1776

largely written by Thomas Jefferson adopted by 2nd cont. congress

laid foundation for new government and severed ties w/Britain. New nation called US of A

Industrial Revolution

(1830s)

manual labor to use of machines

textiles, iron, steam

Civil War

(1861-1865)

Eleven southern slave states want to secede from union

ended slavery in US (1862 Lincoln's Emancipation Proclamation)

strengthened role of federal government

Westward Expansion

(1807-1912)

territory expanded due to Louisiana Purchase; explorers Lewis and Clark swept westward

Involved removal of Native Americans to reservations (under authority of Andrew Jackson)

By early 20th century west was settled and US was 48 states

World War 1

(1914-1918)

conflict began between Austria-Hungary and Serbia

Opposing were Entente (Allied) powers (Russian Empire, United Kingdom, France, Canada, Australia, Italy, Empire of Japan, Portugal, US) and the Central Powers (German Empire, Austrian-Hungarian Empire, Ottoman Empire aka Turkey, Kingdom of Bulgaria)

Allied Powers won.

World War 2

(1939-1945)

Opposing were Allies: Great Britian (Churchill), US (Roosevelt/Truman), Russia (Stalin), Free France (DeGualle) and China (Chiang Kai-shek) and Axis Powers: Germany (Hitler), Italy (Mussolini), Japan (Hirohito). Attack on Pearl Harbor brought US into war. 1945 Allies defeated Axis w/US and USSR emerging as super powers leading to Cold War. UN was formed to prevent global conflict.

Korean War 

(1950-1953)

due to division in North (communist) and American-occupied South, war began

ended in 1953 with signing of peace treaty at Panmunjom; Korea remained divided just as before conflict

Civil Rights Act of 1964

Vietnam War

(US involved 1959-1975)

fought between communist North Vietnam and government of South Vietnam. 

North Korea captured capital of South Korea

marked end of war and beginning of reunified Korea under communist rule.

Persian Gulf War

(Aug. 1990-Feb. 1991)

authorized by UN, this conflict was between Iraq and 34 coalition nations. Purpose was to liberate Kuwait and expel Iraqi forces. Operation Desert Storm was term given for US involvement's land/air operations in Gulf War effort.

Competency 8

Knowledge of People, Places, and Environment (Geography)

Essential Elements of Geography

Map and Globe Terminology

Essential Elements of Geography

1. The world in spatial terms (location). Location refers to position on Earth's surface. Can be relative or absolute. Spatial terms reference organization of people and places on Earth.

2. Places and regions refers to physical characteristics of specific places and how they form and change.

3. Physical systems are processes that change and shape the Earth.

4. Human systems are the people or inhabitants.

5. Environment and Society refers to relationships and interactions that take place between people and their surroundings

6. Uses of geography include interpreting the past and present along with planning for the future.

What is the definition of Geography?

study of the Earth's surface, atomosphere, and people.

Competency 9 

Knowledge of government and the Citizen (government and civics)

Government

local and state government

federal (national) government

local, state, and federal powers

federal court system

state courts

election process/electoral college

Civics

Legislative (Congress, senate/house of rep.) Article I

Judicial (supreme court; appointed by pres.) Article  III

Executive (president/v. pres.) Article II