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| represents a teacher's informed philosophy of reading and learning to read |
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| requires teachers to use multiple perspectives as they plan and enact literacy instruction in their classroom |
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| (Jean Piaget's theory of) Constructivism |
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| provides a compelling explanatory framework for understanding the acquisition of knowledge |
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| knowledge acquired form an ongoing study of the practice of teaching |
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| suggests that there is a correspondence between letters and sounds |
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| knowledge of likely spelling patterns |
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| reflect the prior knowledge, experiences, conceptual, understands, attitudes, values, skills, and procedures a reader brings to a reading situation |
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| knowledge about and regulation of some form of cognitive activity |
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| the knowledge students have about themselves as readers and learners |
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| knowledge of reading tasks and the strategies that are appropriate given a task at hand |
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| the ability of students to monitor reading by keeping track of how well they are comprehending |
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| provides readers with a major source of information; speech sounds. |
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| readers possess knowledge about how language works - grammatical relationships within sentence patterns |
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| stores the schemata that readers bring to a text in terms of background knowledge, etc |
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| assumes that the process of translating print to meaning begins with the printed word and is initiated by decoding graphic symbols into sound |
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| the conscious or automatic processing and translating of the printed word into speech |
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| assumes that the construction of textual meaning depends on the reader's prior knowledge and experience |
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| assumes that translating print to meaning involves using both prior knowledge and print and that the process is initiated by the reader making predictions about meaning and/or decoding graphic symbols |
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| an approach to instruction that adheres to the belief that teachers need to possess a strong knowledge of multiple methods for teaching reading so they can create the appropriate balance of methods needed for the children they teach |
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| categories of written language, ranging from the smallest unit, letters, to the largest unit, the whole text selection, that are emphasized for instructional purposes |
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| a major approach to reading that occupies the central and broadest position on the instructional continuum. built on scope and sequence foundations and traditionall associated with bottom-up theory, basal programs have been modified in recent years with the inclusion of language experience and literature activities |
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| Language-experience approach |
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| a major approach to reading, located on the holistic side of the instructional continuum, tied closely to interactive or top-down theory. often considered a beginning reading approach, connections between reading and writing are becoming more prevalent in classrooms |
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| Integrated language arts approach |
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| an instructional approach in which reading, writing, listening, speaking, and viewing activities are connected through the use of literature |
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| Literature-based instruction |
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| approach to reading that encourages students to select their own trade books, with the session follwed by teacher-student conferences at which students may be asked to read aloud from their selections |
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| Technology-based instruction |
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| an instructional approach that utilizes computers and their many capabilities |
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| Instructional scaffolding |
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| providing enough instructional guidance and support for students so that they will be successful in their use of reading strategies |
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| Explicit strategy instruction |
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| instruction that makes clear the what, why, when, and how of skill and strategy use |
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| the stages of language experience |
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| print that surrounds children in their everyday lives such as traffic signs restaurant signs, charts, and labels |
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| how family interactions influence the language development of young children and provide the context in which they learn to read and write |
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| an environment that fosters and nurtures interest in and curiosity about written language and supports children's efforts to become readers and writers |
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| one of the primary forms of written expression; the fountainhead for writing that occurs from the moment a child grasps and uses a writing tool |
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| ages 3-6 movement away from early scrawls |
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| representational to the child writer - they mean something |
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| temporary, a name given to children's written words before they have learned the rules of spelling |
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| Developmentally appropriate practice |
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| the matching or gearing of the reading curriculum to children's developing abilities |
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| designated classroom area designed around familiar contexts or places and furnished with props to provide an environment in which children may play with print on their own terms |
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| the spontaneous creation of stories - including setting, characters, goal, plot, and resolution- during children's play |
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| Language-experience activities |
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| activities using the natural language of children and their background experiences to share and discuss events; listen to and tell stories; dictate words, sentences, and stories; and write independently |
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| unstructured, spontaneous, and expressive classroom activities requiring little planning |
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| strategy allowing all children in a classroom or small group to participate in the reading of a story, usually through the use of a big book with large print and illustrations |
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| the practice of using a single test score for making education-related or personnel decisions |
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| asking students to perform task that demonstrate sufficient knowledge and understanding of a subject |
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| an assessment in which students identify and discuss integral parts of a story |
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| an assessment that is used to gather information for teachers to adapt instruction to meet students' needs |
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| an assessment in which students identify their strengths and weaknesses to help provide a plan for intervention |
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| Standardized reading tests |
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| a formal test of reading ability administered according to specific, unvarying directions; usually norm-referenced and machine-scored |
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| consistency of test results over time and administrations |
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| the accuracy with which a test measures what it is designed to measure - the most importnat characteristic of a test |
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| broad type of test that measures general performance only |
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| formal assessment intended to provide detailed information about individual students' strengths and weaknesses |
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| Criterion-referenced tests |
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| informal tests devised to measure individual student achievement according to a specific criterion for performance |
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| Informal reading inventory (IRI) |
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| an individually administered informal test, usually consisting of graded word lists, graded reading passages, and comprehension questions that assess how students orally and silently interact with print |
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| informal assessment of oral reading errors to determine the extent to which readers use and coordinate graphic-sound, syntactic, and semantic information |
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| method for marking miscues of beginning readers while they read |
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| a compilation of an individual student's work in reading and writing, devised to reveal literacy progress as well as strengths and weaknesses |
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| a multimedia collection of student work stored and reviewed in digital format |
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| brief, written observations of revealing behavior that a teacher considers significant to understanding a child's literacy learning |
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| body function vs. a skill that is developed with practice |
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| auditory, visual, kinestetic |
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| 5 Pillars of Effective Reading instruction |
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1. Teacher Knowledge
2. Classroom Assessment
3. Effective Instruction
4. Differentiating Instruction
5. Family and Community Connections |
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| what you understand, decoding |
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| encoding, moving it forward |
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| rules of how language works - sentences/paragraphs |
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| interact - knowing how language works - purpose in society |
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| intonation, stress, juncture |
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| Developmentally appropriate concepts, Experientially engaging strategies, Funtionally representative life skills |
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| average midpoint 1-4 5 6-9 |
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| reading starts at birth a process of layering and scaffolding |
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| basic, short sentences per page - sound it out, fonts, recognize individual letters |
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| stop sign, cereal boxes- eye level |
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1. Sit in a brain alert position
2. Watch the person who is talking
3. Keep your mouth and body quiet |
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1. Alert to topic of discussion
2. Utilize prior knowledge
3. Acknowledge students input
4. Arouse curiosity by seeking class questions and keep them in mind |
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| Listening Learning Cycle #2 |
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1. Have students complete individual written forms
2. Example: KWLM charts ( I know, I want to know.. etc) |
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| the part of the letter pattern in a word that includes the vowel and any consonants that follow |
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