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| 698864124 | a. Sensory and perceptual b. Sequential c. Experiential d. Thinking e. Learning f. Association g. Affective h. Constructive | The 8 aspects of the reading process (pg 6ff). | 1 | |
| 698864125 | a. The way reading is arranged- left to right, top to bottom, page to page b. The sequence or order in which printed material is arranged c. Oral language is the same, to understand written language you must understand oral language | The ways that reading is sequential (pg 9) | 2 | |
| 698864128 | a. Direct experiences b. Parents and caregivers c. Vicarious experiences (hearing, reading, photos, etc.) d. Field trips, displays of objects, class demonstrations | The ways to obtain background knowledge (pg 10ff). | 3 | |
| 698905263 | a. Increases success in school b. Helps in coping with everyday situations outside of school c. Bestows status d. Provides recreation | How is reading rewarding (pg 13)? | 4 | |
| 698905264 | 1. Reading is a complex act with many factors that must be considered. 2. Reading involves the construction of the meaning represented by the printed symbols. 3. There is no one correct way to teach reading. 4. Learning to read is a continuing process. 5. Students should be taught word-recognition strategies that will allow them to unlock the pronunciations and meanings of unfamiliar words independently. 6. The teacher should assess each student's reading ability and use the assessment as a basis for planning instruction. 7. Reading and the other language arts are highly interrelated. 8. Using complete literature selections in the reading program is important. 9. Reading is and integral part of all content area instruction within the educational program. 10. The student needs to see that reading can be an enjoyable pursuit. 11. Sound teaching of all reading skills and strategies is important for all students. 12. Reading should be taught in a way that allows each student to experience success. 13. Encouraging self-direction and self-monitoring of reading is important. 14. A supportive classroom organization can facilitate the teaching of reading. 15. Teachers must help students develop facility in using technology to enhance their learning. | The 15 principles of teaching reading (pg 24ff). | 5 | |
| 698905265 | a. Sensorimotor b. Preoperational: symbols for spoken words, realize that writing represents meaning, they use words in a logical order as they form sentences, frustrated with reading rules c. Concrete-operational d. Formal-operational | Piaget's theory - stages and how it affects reading (pg 119-120 | 6 | |
| 698905266 | a. Spontaneous concepts: those that children learn informally in he course of everyday concrete experiences at home and elsewhere; verbal interactions, what they directly see or manipulate b. Scientific concepts: those that children learn during systematic classroom instruction when teachers present information; help children formalize their understandings as the teacher transmits knowledge verbally c. Zone of proximal development (see definition) d. Scaffolding (see definition) e. He said that children's cognitive development occurs through social experiences with others | Vygotsky's theory - main points (pg 120-121) | 7 | |
| 698905267 | a. (see definition) b. Oral language. Not written. c. One part of phonological awareness. (see definition) d. Has a powerful effect on reading. It is a prerequisite for learning to read . | Phonemic Awareness (pg 124ff) | 8 | |
| 698905268 | a. Who needs • Everyone? b. Foundation • It is the foundation for phonics. • Without it reading would not make sense. c. Correlated to success in reading • It is the highest correlated skill to success in reading. • It is a better predictor of reading success. • The child's level when entering school determines the ease of learning to read. d. When it's lacking • Primary factor separating able and disabled readers. • Deficient=stumble • Children entering first grade without it are at a great risk. • Level of PA when entering 1st grade tells more than what type of instruction they receive. e. Components • Rhyming • Segmentation • Isolation • Deletion • Substitution • Blending | Phonemic Awareness (ppt) | 9 | |
| 698905269 | a. Phonemic awareness: ability to notice, think about, and work with the sounds in spoken words b. Phonics: letter-sound relationship c. Fluency: ability to read a text quickly and accurately d. Vocabulary: Words used in speaking and in writing e. Comprehension: | Know the five areas of reading - define, strategies (power point 4) | 10 | |
| 698905270 | a. Phonemic awareness • Sounds in spoken language • Phonics is not beneficial without PA instruction • Involves only the ears • You can have phonological awareness without phonics. b. Phonics • Predictable relationship between phonemes and graphemes • Letters represent sounds in written language • Involves the eyes and the ears. • You cannot have phonics without phonological awareness. | Differences between phonemic awareness and phonics (ppt) | 11 | |
| 698905271 | a. Explicitly teach skills that are related to reading and writing b. Use books everywhere! c. Model self-regulation and expect it d. Cross-cultural connections • Made while studying science and social studies e. Environment • Caring, positive, cooperative. Discipline handled quickly and quietly. f. Classroom management g. Student engagement • 90% of students engaged in reading/writing work 90% of the time. | Traits of literary classroom (ppt) | 12 | |
| 698905272 | a. Balanced instruction- Like a multivitamin; teachers give all ingredients to produce quality readers and writers. Provide lots of time daily for students to read and write. b. Children do a lot of reading and writing. c. Science and social studies are integrated with reading and writing. They lay the foundation for comprehending more difficult text. d. Meaning is central. e. Explicit teaching of skills. f. Use variety of instructional formats. g. Use wide variety of materials. | Classrooms that work (ppt) | 13 | |
| 698905273 | a. Comprehensive curriculum b. Modeling c. Encouragement d. Flexible grouping e. Varied materials f. Lots of reading and writing g. Excellent classroom management | Important classroom traits for enthusiastic readers (ppt) | 14 | |
| 698905274 | a. Monitor their independent reading. b. Encourage their individual interest. c. Assist with book selection. | What do you discuss with students during reading conference? (ppt) | 15 | |
| 698905275 | a. Circulate with Self Selected Reading time, talk with them at the start of the school year. b. Then see 1/5 of them a day | When to do reading evaluations (ppt) | 16 | |
| 698905276 | Automaticity | the ability to carry out a task without having to give it much attention | 17 | |
| 698905277 | Fluency | the ability to read with automaticity, appropriate rate, good expression, and good comprehension | 18 | |
| 698905278 | Grapheme | a written symbol that represents a phoneme | 19 | |
| 698905279 | Phoneme | the smallest unit of sound in a language | 20 | |
| 698905280 | Schemata= (schema) | a preexisting knowledge structure (cluster of information) developed about a thing, place, or idea | 21 | |
| 698905281 | Syntactic clues | a clue derived from the word order in sentences | 22 | |
| 698905282 | Semantic clues | a meaning clue | 23 | |
| 698905283 | Alphabetic principle | the concept that letters represent speech sounds | 24 | |
| 698905284 | Cognitive development | the development of the ability to think and reason | 25 | |
| 698905285 | Direct instruction | teacher control of the learning environment through structured lessons, goal setting, choice of activities, and feedback | 26 | |
| 698905286 | Emergent literacy | a developing awareness of the interrelatedness of oral and written language | 27 | |
| 698905287 | Environmental print | words that children frequently see in the world around them | 28 | |
| 698905288 | Guided reading | an instructional model of delivery that provides structure and purpose for reading | 29 | |
| 698905289 | Invented spelling | temporary unconventional spelling resulting from children's attempts to associate sounds with letters | 30 | |
| 698905290 | Phonemic awareness | an understanding that speech consists of a series of small units of sound, or phonemes | 31 | |
| 698905291 | Phonological awareness | the awareness of sound patterns in words, such as phonemes, onsets and rimes, and syllables | 32 | |
| 698905292 | Scaffolding | providing support through modeling or feedback and them withdrawing support gradually as the leaner gains competence | 33 | |
| 698905294 | Sight word | words that are recognized immediately, without having to resort to analysis | 34 | |
| 698905295 | Zone of proximal development | the span between a child's actual skill level and potential level; a period when assistance should be provided | 35 | |
| 698905296 | Context clues | clues to word meanings or pronunciations found in the surrounding words or sentences | 36 | |
| 698905298 | Phonics | the association of speech sounds within printed symbols | 37 | |
| 698905300 | Structural analysis | analysis of words by identifying prefixes, suffixes, root words, inflectional endings, contractions, words combinations forming compound words, and syllabication | 38 |
