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Common Core State Standards

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There are 10 anchor standards each for reading, writing, speaking and listening, language, and content-area reading, and content-area writing and 204 anchor standards for foundational early reading, decoding, and fluency skills. The anchor standards are broad statements of objecties, which are further broken down into more specific grade-specific objectives.

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Behavioral approach

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learning consists of the acquisition of new behaviors. Responses that are reinforced increase in frequency. Behaviorism stresses observable responses to stimuli. According to behaviorism, we are passive receivers of knowledge rather than active constructors. Teacher-centered.

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Cognitivism

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a cognitive philosophy of learning that describes learning as an active process in which the learner constructs mental models of reality.

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Zone of Proximal Development

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the difference between independent performance and potential performance as determined through problem solving under the guidance of an adult or more capable peer.

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Piaget's and Vygotsky's approach to learning -

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• Provide students with hands-on experiences and opportunities to make discoveries. • Be aware of and plan for individual differences. Because children have different experiences and come from different backgrounds, they develop at different rates. • Children learn best when activities are developmentally appropriate. Careful observation of the processes a child uses provides insight into the child's level of development. According to Piaget, the child's current level of development determines what she or he will learn. Teach needs to be adjusted to the child. According to Vygotsky, teaching should be directed to a child's emerging skills. It should be in the zone of proximal development. • According to Vygotsky, classrooms should be rich in verbal guidance. Interactions with the teacher and peers foster learning. Modeling of strategies for improving comprehension and using context clues are examples of ways teachers foster social cognitive learning.

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Characteristics of highly effective teachers -

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caring and high expectations, balanced instruction, extensive instruction, scaffolding, classroom management, high-quality materials, matching of materials and tasks to student competence..

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Bottom-up approach

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- Refers to a kind of processing in which meaning is derived from the accurate, sequential processing of words. The emphasis is on the text rather than the readers background knowledge or language ability. 1) First they learn the names and shapes of the letters of the alphabet. 2) Next, they learn consonant sounds. 3) Third they tackle simple and then more complex vowel correspondences.

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Top-down approach - .

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Refers to deriving meaning by using one's background knowledge, language ability, and expectations. The emphasis is on the reader rather than the text

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Interactionists

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- Hold the theoretical position that reading involves processing text and using one's background knowledge and language ability.

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Transaction -

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refers to the relationship between the reader and the text in which meaning is created as the text ins conditioned by the reader and the reader is conditioned by the text.

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Aesthetic -

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refers to a type of reading in which "the reader focuses on experiencing the piece: the rhythm of the words, the past experiences the words call up"

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Efferent -

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refers to a kind of reading in which the focus is on obtaining or carrying away information from the reading.

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Stance -

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refers to the position or attitude that the reader takes. The two stances are aesthetic and efferent.

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Morphology -

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is the component of language that has to do with meaningful words parts, such as roots and affixes.

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Phonology -

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is the language component that consists of producing and understanding speech sounds.

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Prosody -

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is the component of language that has to do with the intonation and rhythm of speech: pitch, stress , and juncture.

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Semantics -

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is the component of language that has to do with word and sentence meaning.

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Syntax -

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is the language component that has to do with the way in which words are arranged in a sentence.

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Reading -

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is a process in which we construct meaning from print.

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Intellectual disability -

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refers to a condition in which a person has low level of cognitive functioning, such as an IQ score below 70 or two standard deviations below the mean, and has difficulty with adaptive behavior.

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Learning disability -

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is a general term used to refer to a group of disorders that are evidenced by difficulty learning to read, write, speak, listen, or do math. The speaking and listening difficulties are not caused by articulation disorders or impaired hearing.

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Attention deficit hyperactive disorder -

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refers to a difficulty focusing and maintaining attention. It can exist on its own or coexist with hyperactivity and impulsivity.

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Response to Intervention -

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is an assessment and intervention approach in which students' ability to learn is evaluated by noting how well the respond to instruction of varying degrees of intensity and also providing whatever intervention is needed.

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Fourth grade slump -

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Many poor students slump in several areas. They have particular difficulty defining abstract, more academically oriented words. In addition to vocabulary, word recognition and spelling scores begin to slip. These are the skills that undergird achievement in reading and writing. They are also the skills for which the schools bear primary responsibility.

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Evaluation

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- the process of using the results of tests, observations, work samples, and other devices to judge the effectiveness of a program. A program is evaluated in terms of its objectives. The ultimate purpose of evaluation is to improve the program.

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Assessment -

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The process of gathering data about an area of learning through tests. Observations, work samples, and other means.

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Formative assessment -

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takes place during learning and is used to plan or modify instruction.

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Summative assessment -

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occurs after learning has taken place and summarizes students' progress at the end of a unit or a semester or at some other point in time.

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Norm-referenced test -

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compare students with a representative sample of others students of the same age or in the same grade.

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Criterion-referenced test - .

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assess how well skills or knowledge in a specific domain, such as comprehension of main ideas, identification of initial consonants, or knowledge of basic academic words, have been learned. The criterion is the domain: can read high-frequency words. Typically a mastery r cut score is attached to the criterion: Can read high-frequency words with 90% accuracy

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Reliability -

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is the degree to which a test yields consistent results, In other words, if students took a reliable test again, their scores relative ranks would be approximately the same.

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Validity -

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is the degree to which a test measures what it is supposed to measure, or the extent which a test will provide information needed to make a decision. Validity should be considered in terms of the consequences of the test results and the use to which the results will be put.

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Adaptive testing -

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is a computerized assessment that adapts to the test takers's level of proficiency. Thus, if the test taker has difficulty with certain items, items at an easier level are presented. Conversely, if the items a level are readily answered correctly, items from a more advanced level are presented.

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Rubric - .

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means a written description of the traits or characteristics of standards used to judge a process or product

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Anecdotal record -

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means the recurring of the description of a significant incident of student behavior; interpretation of the observation comes later.

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Portfolios -

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means a collection of work samples, test results, checklists, and other data used to assess a students performance.

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Informal Reading Inventory -

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is an assessment device in which a student reads a series of selections that gradually increase in difficulty. The teacher records oral reading errors and assess comprehension in order to determine levels of materials that a student can read.

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Running record -

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means an assessment device in which a students oral reading errors are noted and classified in order to determine whether the material is on the appropriate level of difficulty and to see which reading strategies the student is using.

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Benchmark assessment -

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means an expected level of performance on a task. Benchmarks have also been defined as scores that can be used to predict later success.

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Progress monitoring -

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Assessing for learning requires information that might not be provided by progress-monitoring assessments. Information from observations, discussions, work samples, and other sources is also required.

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Functional-level assessment -

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is the practice of assessing students according to their reading level rather than at their grade level.

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High stakes test -

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are those whose results are used to make an important decision such as passing students, graduating students, or rating a school.

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Think-aloud -

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used to show the thought processes students use as they read or write. The student explains his or her thought processes while reading a text.

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Concepts

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- refers to a general idea an abstraction derived from particular experiences with a phenomenon. In the rush to cover content teachers may not take the time necessary to develop concepts thoroughly; thus, students may simply learn empty labels for complex concepts such as democracy or gravity.

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Labels

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- is simply a name for a concept. Students may use labels without really understanding the meanings behind them.

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Graphic organizers -

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refers to a diagram used to show the interrelations among words or ideas.

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Semantic map -

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is a graphic organizer that uses lines and circles to organize information according to categories.

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Semantic feature analysis -

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is a graphic organizer that uses a grid to compare a series of words or other items on a number of characteristics.

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Cognates -

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are words that are similar in both languages, have a common derivation, and share a common meaning, although the pronunciation may differ.

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Homophones

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- (from phon, meaning "sound") are words that have the same sound but differ in meaning and often have different origins. They usually do not have the same spelling: be, bee; him, hymn.

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Homographs -

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(from graph, meaning "written element") are two or more words that have the same spelling but have different meanings and different word origins. Homographs may have the same or different pronunciations: bark (dog), bark (tree); bow (ribbon), bow (front of a boat).

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Idiomatic expressions -

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are peculiar to a language and cannot be understood from the individual words making up the expression: for example, call up a friend.

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Morphemic analysis -

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is the examination of a word in order to locate and derive the meanings of the morphemes.

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Contextual analysis - .

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is an attempt to derive the meaning of a word by examining the context in which the unknown word appears

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Dictionary usage -

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by third grade, students with average reading achievement are ready to use real dictionaries. For reading, students must have 3 major skills: locating the target word, finding the proper definition, and learning the pronunciation. For writing, determining correct spelling and usage is also important.

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Wide reading -

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the most productive method for building reading requires no special planning or extra effort. Is especially effective when students read several texts on the same topic.

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• Tier 1 -

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are "everyday, basic familiar words" (look, see) that are learned through speaking and listening

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• Tier 2 -

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are "high-utility words that generally appear primarily in print rather than in conversation" (gaze, glance, peer).

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• Tier 3 -

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are "technical words drawn from specific content areas" (refraction, astigmatism).

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Effective approaches for learning new words -

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7 Principles of Developing Vocabulary • Building experiential background • Relating vocabulary to background • Building relationships • Developing depth of meaning • Presenting several exposures • Creating an interest in words • Teaching students how to learn new words Teaching words • Graphic organizers • Dramatizing • Constructing Memorable Events • Determining Shades of Meaning • Exploring word histories • Enjoying words • Discovering Sesquipedalian words • Implementing a word of the day • Labeling • Comparing word meanings • Using word-building references • Predicting vocabulary words • reconstructing stories with vocabulary • using word sorts • Personalize Learning with the Vocabulary Self-Collection Strategy • Building Vocabulary Using Wide Reading • Reading to students • Speaking and writing • Using a Thesaurus • Introducing new words • Developing the Vocabulary of ELL

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1. What are some behavioral, cognitive, and cognitive behavioral practices that can be found in literacy programs?

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Some behavioral practices that can be found in literacy programs are present and reinforce skills, such as phonics, in systematic fashion. Reinforce appropriate behavior. For cognitive is to teach strategies. Ask questions that help reveal students' thinking. For cognitive behavioral build on self-efficacy. Teach students to set goals and self-regulate. Walk students through the process of setting goals, working to reach goals, and monitoring progress.

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2. In what ways is literacy instruction top-down, bottom-up, or interactionist? What is your favored approach to teaching literacy?

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In bottom-up students learn the names and shapes of the letters of the alphabet, next the consonant sounds, and finally simple and then more complex vowel correspondences. Top-down Students derive meaning by using one's background knowledge, language ability, and expectations. The emphasis is on the reader rather than the text. Interactionist hold the theoretical position that reading involves processing text and using one's background knowledge and language ability. My favored approach to teaching literacy is interactionist because students will use both bottom-up and top-down processing depending based on the reading and student.

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3. How does academic language differ from general or conversational language? List some techniques that help in fostering both types when working with ELL students.

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Academic language is more abstract decontextualized school—type language that is used to understand and express complex ideas. Techniques that help in fostering both types when working with ELL students is to assess student's academic language and background, use a hierarchy of questions, sentence starters and word walls, and check for understanding.

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4. How might progress monitoring be used to help all students, not just those with reading difficulties?

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Progress monitory might be used to help all students not just those with reading difficulties by giving you an assessment of how well the student is reading or what they are struggling with. It provides you as a teacher a general indication of where the students are.

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5. What are some informal measures that might be used to assess literacy development? What are the advantages and disadvantages of informal assessments overall? After listing a number of measures, choose one type and consider its particular advantages and disadvantages.

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Some informal measures that might be used to assess literacy development are self-assessments, observations, think-aloud protocols. The advantages are the informal measures usually take less time and lets the teacher know where the student is at and what you, as the teacher, need to do next. The disadvantages are that the informal assessments may not be as accurate as formal assessments. The type of informal assessment I chose is self-assessment. The advantage is that it shows the student what they did or didn't learn and gets them to thinking about their own learning. The disadvantage is that some students do not care about what or even if they learned or if the self-assessment is just a thumbs up-thumbsdown process the student may just say they learned it when in reality they didn't.

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6. What are some graphic devices and methods for teaching and reinforcing words? In addition to graphic devices, what are some other techniques that might be used to teach and/or reinforce words? List three techniques and give an example of how each would be used in your classroom

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Graphic devices and methods for teaching and reinforcing words are • Graphic organizers - frayer model • Dramatizing - playing charades is always fun ;) • Constructing Memorable Events • Determining Shades of Meaning • Exploring word histories • Enjoying words • Discovering Sesquipedalian words • Implementing a word of the day - make it fun and enjoyable • Labeling • Comparing word meanings • Using word-building references • Predicting vocabulary words - each day at the beginning • reconstructing stories with vocabulary • using word sorts • Personalize Learning with the Vocabulary Self-Collection Strategy • Building Vocabulary Using Wide Reading • Reading to students • Speaking and writing • Using a Thesaurus • Introducing new words • Developing the Vocabulary of ELL

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