question

Which word recognition skill develops last?

answer

Syllable type

question

Why is dialogic reading based on repetition of the same book?

answer

So that children develop oral language skills

question

How do children learn to recognize words?

answer

Sound out words, sound by sound and by guessing based on initial sounds

question

Biography picture book

answer

Genre that is most appropriate for a whole-class interactive read aloud for first graders

question

What aspect of reading is best targeted through a wordless book?

answer

Oral language

question

What aspect of reading is best targeted through a guided student reading of a predictable book?

answer

Decoding and word recognition

question

Interactive Read Aloud

answer

- Book with greatest language complexity - Most challenging text - Teacher reads from a regular-sized book and controls most of the talk - Author is storyteller - Explanation of concepts - Question to and from the students - Opportunities to model thinking

question

Small Group Reading

answer

Children are grouped by achievement

question

Shared Reading

answer

- The whole class is involved - Teacher uses pointer and big book or chart - Learning about the words the author is using - Repetition

question

Shared reading- why?

answer

To model concepts of print and concept of word in print for students who don't have it To engage children in early print interactions

question

Shared reading- materials?

answer

Use a big book and pointer Choose books that have strong rhyme, strong word and picture matches, or predictable patterns

question

Shared reading- how?

answer

Introduce book conventions and print conventions Touch words as you read Engage children to read along with you and to ask and answer questions Beginning: echo format, chorally, partners, and whisper- stop to model and discuss text's meaning- children build skills and confidence

question

Fingerpoint Reading

answer

- Students are in small groups - Students work with little books, each child having a personal copy

question

Sequence of features in first grade spelling

answer

Initial then final consonants, short vowels, digraphs, blends

question

Emergent

answer

Still developing concept of word, phonological awareness, and alphabet knowledge

question

Which developmental accomplishment do we want students to master first?

answer

Phonological awareness

question

Phoneme

answer

Feature that is most complex phonological unit for children to identify Individual sounds Unit of sound

question

Minimum required for reading simple unknown words?

answer

Letter sounds, phonemic blending

question

What are three ways to use text gradients? SHORT ANSWER

answer

1. Individually: Represents increasing skills, indicate placement for instruction/practice 2. An organization system for classroom library resources 3. A calendar to communicate progress to stakeholders

question

Text gradient

answer

A method or way to categorize difficulty with books Text difficulty

question

Word awareness

answer

Phonological skill that develops first

question

Syllable awareness

answer

In the middle

question

Phoneme awareness

answer

Phonological skill that develops last

question

Onset-rime awareness

answer

The highest level of PA that a child have attained if they can segment the orally produced word "man" in /m/ /an/ Refers to each syllable (not the whole word) Onset is the part of the syllable that precedes the vowel Rime is the vowel and everything after

question

Rime

answer

Word families at- sat, mat, cat

question

Rhyme

answer

Words who sound as if they come from same family, but don't pair/dare/there eight/wait/late

question

Which two phonemic awareness proficiencies are most important?

answer

Blending and segmenting

question

Which of these would you expect a child to be able to do first?

answer

Pretend read a wordless book

question

Interactive and dialogic reading

answer

Most important reading activities for emergent students

question

CROWD

answer

C- Completion R- Recall O- Open-ended W- Wh- D- Distancing

question

Which is best to use for development of phonemic awareness for emergent readers?

answer

Initial sound picture sorts

question

If a child is motivated and interested in the content, they can..

answer

Read something that is harder than you think - they have background knowledge to support them - they won't give up as easily because they are interested and actually care about

question

Which aspect of alphabet knowledge do we target first?

answer

Pronouncing letter names

question

Segmenting

answer

Saying sounds in a word that you pronounce for them

question

Deleting

answer

Children recognize the word that remains when a phoneme is removed from another word

question

Substitution

answer

Children make a new word by adding a phoneme to an existing words Children substitute one phoneme for another to make a new word

question

Syllable type knowledge

answer

Word recognition skill that develops last

question

Vowel sounds

answer

Word recognition and spelling feature that develops first

question

How do children learn to recognize words automatically?

answer

Memorizing predictable books

question

What type of word is easiest to read and spell?

answer

CVC short vowel words Inside families

question

Foundational skill that develops first

answer

Concepts of print

question

If you are choosing a book for dialogic reading in kindergarten, what would you look for?

answer

Interesting pictures and content

question

In what setting would you choose to read a biography with emergent readers?

answer

Interactive Read aloud

question

When teachers design grade-level instruction, what do they look at?

answer

Grade-level standards

question

What are the differences between Dialogic Reading and Interactive Read Alouds?

answer

Interactive read aloud are where the teacher reads a book to the class and then controls the discussion with the students. These are the more challenging books. Dialogic Reading is where the teacher reads a book to the class, but the students are in control of the discussion, in order to discuss what happened in the story.

question

Why would you look up the Lexile of a book?

answer

Lexiles are for difficulty

question

Alphabetic Principle

answer

Alphabetic system consists of a letter and the sound that it makes Systematic and predictable relationships between written letters and spoken sounds

question

Literacy

answer

- Developmental milestones as kindergarten and first grade children learn to read and spell words - How we recognize them - How we use them to plan instruction

question

Literature

answer

- Types of literature used in elementary school - What, how, and why should we read aloud to young children?

question

New ELA Standards Require...

answer

- On-time mastery of foundational reading and writing skills - Knowledge and vocabulary building every day - Early and constant exposure to information texts of all types - Advanced levels of fluency - Experience integrating multiple texts

question

What are the 3 main shifts?

answer

1. Emphasis on knowledge building through experience with information texts 2. Redefinition of grade-level difficulty of texts 3. Movement from reader response to text-based arguments as evidence of understanding

question

Lexiles

answer

- Quantitative measures - Increased with new standards - Computer-generated measure of readability (or text difficulty) - Text is not sampled - Whole text is analyzed - Measure is a computation that considers two factors: Grammar difficulty and vocabulary difficulty

question

Grammar difficulty

answer

How long are the sentences?

question

Vocabulary difficulty

answer

How common are the words?

question

Sources of difficulty

answer

- Qualitative measures - Author's purpose, levels of meaning, text structure, visuals, language demands, knowledge demands

question

Complex text

answer

Text that contains new vocabulary, new grammar, and new knowledge

question

Grade-level text

answer

Text that meets the complexity demands of the new standards

question

Rethinking Time K-2

answer

- Challenging text read aloud - Grade-level text, redefined - Assessment- driven instruction

question

Challenging text read aloud

answer

Narrative, information

question

Grade-level text, redefined

answer

Core materials, trade books

question

Assessment-driven instruction

answer

Basic skills, fluency

question

Phonological Awareness

answer

Ability to detect, manipulate, and use the sound structure of spoken language independent of meaning NOT the use of letter sounds to read words Oral only

question

Why teach phonological awareness?

answer

- Critical to reading success - Young children who are given training in phonological awareness have accelerated reading acquisition - If we bring children to full phonemic awareness by the time they start formal reading instruction, it will be easier for them to learn and use phonics

question

How does phonological awareness develop?

answer

Word awareness, syllable awareness, onset-rime awareness, phoneme awareness develops from larger to smaller units

question

Isolation or Identity

answer

What is the first part in the word dinosaur? What is the first sound in this word?

question

Blending

answer

If you can blend sounds, and you know your letter sounds, you can read What word am I trying to say? /a//stro//naut/ What word am I trying to say? /p//ick/ What word am I trying to say? /r//ea//d/

question

Segmentation

answer

If you can segment sounds, and you know your letter sounds, you can spell Tell me the parts in celery? /cel//ler//y/ Tell me the parts in park? /p//ark/ Tell me the parts in spot? /s//p//o//t/

question

Who are our Emergent/Beginning Readers?

answer

ELL newcomers, a small number of older children with specific learning disabilities, second graders who are struggling, typically developing K and 1 students

question

Emergency Literacy Diet

answer

Foundational skills, word knowledge, rich oral and written language, writing Read to, read with, write with, word study, talk with

question

Read to

answer

Improve vocabulary Vocabulary is a high level skill Rich, constant interactions with words

question

Read with

answer

Development of concept of words

question

Word study

answer

Compare and contrast things to learn them, instead of one thing at a time Teach kids what they are using but confusing Linking sounds to letters Easiest to measure- technical- but short measures

question

Word Sorting

answer

Help children master items they are using but confusing in their spelling

question

HF word instruction

answer

Help children master the reading and spelling of words that make up the bulk of their reading and writing

question

HF Words

answer

- Have to be learned because they are so common - Not necessarily irregular - Be - Love (irregular- not VCe) - From (closed but irregular- need to know or can't read)

question

Why do we teach HF words? MULTIPLE CHOICE

answer

Common patterns that they haven't learned yet that they need to know

question

How to teach HF words? MULTIPLE CHOICE

answer

- Teach match between sound and spelling in that particular word - Not asking kids to generalize to other words - ONLY THAT WORD

question

Talk with

answer

Intense language development for children Language development, background knowledge They are thinking about ideas

question

Why do we read to Emergent Students?

answer

- Eventually, students build vocal knowledge and word knowledge through reading - Before they can read, read alouds build it - Read alouds contain more rare words that normal oral conversations don't - Read alouds give teachers chances to explain words and their meanings - MOTIVATION! When we share great books with children, we make it clear that learning to read is worth it

question

Dialogic Reading

answer

- The teacher uses a big book to allow the students to do most of the reading - Chance to use oral language - The book is the prop and the students talk - Child becomes storyteller - Focus on developing vocabulary CROWD

question

Wh- prompts

answer

who, what, when, where, why

question

Distancing prompts

answer

- Book to real world

question

How do we build word knowledge with children before they can read?

answer

Word work for emergent readers moves them from pretend reading and writing to conventional reading and writing Language, concepts about print, sounds, letters

question

Tracking text- why?

answer

To develop concepts of print and concept of word in print for students who don't have it

question

Tracking text- materials?

answer

Use a set of predictable little books or a sentence with one and two syllable words or a rhyming song or poem

question

Tracking text- how?

answer

Support children so that they know the words Work with the same book repeatedly Model pointing to the words Correct students who are off track

question

Writing words

answer

To move children to conventional writing of words, we have to lay the foundation Picture captions, font sorts, quick writes, initial sound sorting

question

Initial sound sorting- why?

answer

To link initial phoneme isolation with letter sound instruction

question

Initial sound sorting- materials?

answer

Use a set of pictures representing only three or four initial sounds

question

Initial sound sorting- how?

answer

Introduce the categories Pronounce picture names Ask children to indicate the category for each new picture

question

Word Recognition

answer

Making a match between a sequence of printed letters and the sounds (and usually the meaning) they represent

question

How do beginning readers recognize words?

answer

By guessing, by guessing with he help of some of the letters, or by using all of the letters (sounding them out)

question

How do skilled readers recognize words?

answer

Automatically for most words, but new words by using familiar parts and patterns

question

How do weak readers recognize words?

answer

Continue to guess

question

Word recognition requires...

answer

1. Automatic access to letter sounds from memory 2. A firm grasp of the alphabetic principle 3. Phonemic blending skills

question

Phonological awareness development

answer

Words, syllables, sounds (big to small)

question

Decoding and spelling development

answer

Individual sounds, specific vowel patterns, syllable types (small to big)

question

Letter Name- Alphabetic Spelling

answer

Initial then final consonants, short vowels, Digraphs, Blends

question

Within Word Pattern Spelling

answer

R-controlled vowels, VCe, vowel teams, dipthongs

question

Short vowels

answer

End of kindergarten

question

Digraphs

answer

Sh, th, ch

question

Blends

answer

fl, tr, sp, mp

question

R-controlled vowels

answer

Link a vowel and r to make a vowel sounds that is neither long nor short Shark, surprise, for, far, fur

question

VCe

answer

January of first grade Final e marks the long vowel sound (time) or is dropped when a vowel suffix is added (blaming)

question

Vowel teams

answer

Two vowels (and sometimes w or y) work together to represent one sound Long, short, or neither Team Two vowels making one sound, long or short

question

Diphthongs

answer

End of first grade

question

Syllable Types

answer

Closed, open, VCe, R-controlled, vowel team, Consonant- l- e

question

Closed

answer

Short vowel followed by one or more consonants Pronounced with short sound Vowel then consonant, short

question

Open

answer

Single vowel at the end of syllable and is pronounced with its long sound Single vowel at end, long

question

Consonant- l - e

answer

Always comes at end of a word and is never accented Enable, candle

question

Who are our Beginning Readers?

answer

Typically developing K and 1 students, ELL newcomers, a small number of older children with specific learning disabilities, second graders who are struggling

question

Beginning Readers already have...

answer

- Knowledge of alphabet - Knowledge of letter names - Knowledge of letter sounds - Concept of word - At least moderate phonemic awareness

question

Beginning Literacy Diet

answer

Same as emergent, but change the difficulty of text and focus on building knowledge and vocabulary, as well as fluency

question

Why do we read to beginning readers?

answer

- Interactive read alouds can teach them concepts of words that are harder in books than the ones they are reading - Teach children the comprehension strategies that they will use themselves later - Teach children the text structures that authors use to organize their work

question

Modeling

answer

Showing the students how you make sense of things

question

Heres a word: how would you teach it? (STEPS) SHORT ANSWER

answer

Before: build knowledge, during: model and engage, after: summarize and extend

question

Guided reading

answer

- instruction level ZPD - Small groups by achievement - grouped based on assessment - Read with teacher - Using assessment data to drive instruction - Why: to address children's literacy development based not their assessed needs- homogenous groups - Materials: little books that are decodable and match phonics instruction - How: introduce any challenging words, and then have kids read chorally or whisper read - DO NOT HAVE TO TAKE TURNS READING ALOUD - Discuss text meaning

question

Is guided reading or shared reading dictated by standards in activity?

answer

Shared reading (grade level)

question

Choral Reading

answer

Students read with support of teacher's voice MOST SUPPORTIVE (all reading together) MOST IMPORTANT

question

Partner reading

answer

Students read aloud, alternative partners

question

whisper reading

answer

Students read on their own, out loud but not together LEAST IMPORTANT

question

Synthetic phonics

answer

Sounding and blending Look at each letter, make each sound, and then say them fast to make a word

question

Analogy-based phonics

answer

Decoding by Analogy Use clue words to show you different ways

question

Comprehension Strategies

answer

Procedures that readers use to understand They all involve doing something specific, in a sequence of steps, that helps an individual thinks about the text content

question

Predicting

answer

Simplest strategy Predicting, monitoring, questioning, and re-predicting

question

How do individuals make predictions?

answer

Look for clues in both words and pictures, think about what they already know, use the clues and their knowledge to predict what they think will happen

question

Declarative Knowledge

answer

What is the strategy name?

question

Procedural knowledge

answer

How do you use the strategy? What are the steps? Put yourself in author's place, examine words and phrases for clues to what is important to the author, ask questions about what, in their experience, the clues seem to say about what the author values Lends itself well to informal texts

question

Conditional knowledge

answer

When and why do you use the strategy?

question

Inferences

answer

New ideas that are constructed by bringing info from diff places Can be made between text and prior knowledge or within a text, between one part and another To teach: teach children to identify ideas and their sources, teach them to combine them

question

Text Talk

answer

Enhance comprehension through interspersed open-ended questions (reflect on ideas in story, talk about ideas, and make connections throughout story) Enhance vocal development (target tier 2 words)

question

Tier 1

answer

- Most basic words - Rarely require instruction - Front, surprise, go, nice

question

Tier 2

answer

-High frequency words for mature language users - Important to academic success - Coincidence, fortunate, absurd - Target words - Unfamiliar to young children - Characterize written text but not so often in oral conversation - Found across a variety of domains - MORE PRECISE AND "FANCY" WAY TO EXPRESS A TIER 1 IDEA - Disappear, foolish, precious, imagine, snarl, grumpy, feast, annoy, prowl, gasp, splendid

question

Tier 3

answer

- Low-frequency words - Limited to specific domains of knowledge - Teach these in our subject-specific work - Isotope, estuary, lathe, refinery, photosynthesis, tundra, revolution, ukulele, gravity

question

Why do we need to teach more?

answer

If you can't read long words... 1. your fluency will be depressed 2. your vocabulary will be depressed 3. your comprehension will be depressed

question

Multisyllabic words

answer

- EVERYWHERE IN NATURAL TEXT - Don't provide decodable text for these

question

Text difficulty in common core

answer

- Qualitative - Quantitative - Reader and Task

question

Tier 1 Instruction

answer

High quality grade level instruction Provided to whole class Heterogenous Typical- Interactive read alouds, dialogic readings, shared reading, interactive writing, shared writing

question

Tier 2 Instruction

answer

High quality small group instruction Guided by assessment data Evaluated for effects Homogenous Typical- Guided reading of predictable or decodable text, small group finger point reading, word study, say it and move it, sounding and blending, and decoding by analogy

question

Tier 3 Instruction

answer

Very small group instruction Almost always provided outside classroom DO IF TIER 2 IS NOT WORKING Intensive Intervention

question

Wordless books

answer

- No words (pictures, some sequence of events) - May be fantasy or realistic fiction - Used for shared reading or a writing prompt for older children

question

Alphabet books

answer

- All 26 letters, with one or two pages each - Prominent, repetitive letter format - At least one picture that begins with letter sound - Upper case only, or both - Usually info, but can be realistic or fantasy - May incorporate repetition and rhyme - If repetitive, used for shared reading - If info, used for interactive read aloud

question

Predictable Books

answer

- Children can "read" book by using cues in the language or the pictures - Little decoding necessary - Typically only one sentence per page - Sometimes use a repetitive refrain - May be Big Book, little book, or picture book - Help children learn how to finger point - Used for shared reading with whole class - Used for guided reading for novice readers Beginning of K

question

Rhyming books and poems

answer

- Book fosters language play - Content can be silly - Some predictable rhyme scheme - big book, picture book, poem - May be realistic fiction or fantasy- rarely info - Used for shared reading with whole class - Often read repeatedly

question

Decodable Books

answer

- The words in book are chosen for orthographic features - Typically story or content is very simplistic - Usually little book and narrative - Pictures are primitive - Often come in sets with increasingly more difficult features - Used for guided reading or for independent reading - HARDER THAN PREDICTABLE - USE THEM TO TEACH ABOUT SPELLING PATTERNS Mid K to mid first grade

question

Fantasy

answer

- At least one thing in book is not possible in real world - Conform to narrative structure with characters, setting, problem, solution - Can be a big book, picture, or a chapter book - High fantasy- alternative world with its own rules (Harry potter) - Low fantasy- here, but adds things (animals that talk) - Very broad genre - Appropriate for interactive read alouds, shared reading, and guided reading

question

Realistic Fiction

answer

- All characters and events could be real - Generally features kids as characters - Conforms to narrative structure with characters, setting, problem, solution - Could be any format - Can provide info about other cultures and places - Historical fiction is realistic fiction set in the past - Very broad

question

Biographies

answer

- All info is accurate - Chronological in nature - Picture, chapter, or info book - Very broad - MOST SOPHISTICATED: interactive read alouds - SIMPLE: shared and guided reading

question

Memoir

answer

Snapshot of one portion of a person's life rather than the whole thing

question

Phoneme categorization

answer

Children recognize the word in a set of 2 or 4 words that has the "odd" sound Which doesn't belong?

question

Phonemic awareness

answer

Ability to hear, identify, and manipulate individual sounds in spoken words

question

Why is phonemic awareness important?

answer

It improves children's word reading and reading comprehension, and it helps children learn to spell

question

Activities to help with phonemic awareness

answer

Identify phonemes, categorize, blend to form words, segment words into phonemes, delete or add phonemes to form new word, and substitute to make new words

question

When is phonemic awareness instruction most effective?

answer

Children are taught to manipulate phonemes by using the letters of the alphabet, and when instruction focuses on online or two rather than several types of phoneme manipulation

question

Phonics instruction

answer

Helps children learn the relationships between the letters of written language and the sounds of spoken language

question

Why is phonics instruction important?

answer

Leads to an understanding of the alphabetic principle

question

Sounding and blending

answer

Help children to recognize cvc, ccvc, cvcc, ccvcc words plus r-controlled vowels

question

Decoding by analogy

answer

Help children to recognize common long vowels Can't sound and blend long vowel sounds Notice VCe pattern and it has to be a long vowel

question

What is the bulk of instruction in early grades?

answer

Working with word patterns

question

Chapter books

answer

End of first grade through second

question

Easy readers

answer

Mid first grade

question

Authentic Literature

answer

Every day in read aloud

question

How are books leveled?

answer

Expert Judgement, Readability

question

Expert judgement

answer

- Read the book and decide - Individuals differ in their judgements

question

Readability

answer

- Mathematical formula that considers sentence length and word frequency - Easy to do reliably (look them up) - Just math (more to text difficulty than this) - DOES NOT WORK FOR PREDICTABLE OR DECODABLE TEXTS

question

Levels of meaning

answer

Single/ multiple levels? Explicit/ implicit purpose?

question

Language conventionality

answer

Literal/figurative? Contemporary/archaic? Conventional? Academic? Domain specific?

question

Structure

answer

How simple or complex? Conventional structure or not? Chronological? How many graphics? Are they related to text or add-ons?

question

Life knowledge demands

answer

Simple theme? Everyday occurrences? Single/multiple perspectives? Perspective like students' own?

question

Content and cultural knowledge demands

answer

Genre convention knowledge needed? intertextuality problems? (few allusions to other words or many?)

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