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...2 Extremely Helpful Textbooks to Study: 1) Literacy in the Middle Grades by Gail E. Tompkins. I have the second edition. 2) The Essentials of Teaching Children to Read by D. Ray Reutzel and Robert B. Cooter, Jr. I have the third edition.

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...

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What is Language?

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An agreed-on "symbol system"

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Expressive Language

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Requires the sender of a message to encode or to put his or her thoughts into a symbolic form. Most often takes the form of spoken or written words.

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Receptive Language

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Requires the receiver of a message to decode or unlock the code of the spoken or written communication used by the sender

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Phonology

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Refers to sounds in speech

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Stress

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Refers to speech intensity - the loudness or softness of spoken words.

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Intonation

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Refers to how one's voice rises or falls in speaking.

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Orthography

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Spelling patterns used in English, linking letters (graphemes) to sounds (phonemes) in spoken language

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Morphology

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Breaking words apart in order to study word structures that create meaning

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Syntax

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Grammar. How words are combined into larger language structure, especially sentences.

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Semantics

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Connecting one's background experiences, knowledge, interests, attitudes, and perspectives with spoken or written language to construct meaning

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Pragmatics

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The study of how language is used in society to satisfy the needs of human communication. Also defined as knowing how language works and is used in one's culture.

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Six Components of Language Structure

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1. Phonology 2. Orthography 3. Morphology 4. Syntax 5. Semantics 6. Pragmatics

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Grapheme

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Printed or visual symbol that represents a phoneme (sound)

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Rime

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The vowel sound and every other sound that follows the vowel sound in a spoken syllable. The part of a syllable that comes after the vowel or onset.

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Onset

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All sounds in a spoken syllable that come before the vowel sound. The part of a syllable that comes before the vowel. Examples: Word: Sat Onset: s Rime: at Word: Trim Onset: Tr Rime: im

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Phoneme

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The smallest unit of sound in a spoken word

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Phonemic Awareness

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Awareness of phonemes (sounds).

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Morpheme

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Smallest unit of meaning in a word

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Difference in a phoneme and a morpheme

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Phoneme is the smallest unit of SOUND in a word. Morpheme is the smallest unit of MEANING in a word.

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Free Morpheme

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Stands alone as a word having meaning. Examples: Ball, Peninsula, Chain

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Bound Morpheme

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A meaningful unit of language that must be connected to another morpheme. Example: bio- and -ology together form biology

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Grammar

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A rule system for describing the structure or organization of a language

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Schema Theory

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The belief that new knowledge is connected to related ideas one already knows.

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Dialect

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Speech variations associated with various geographic regions or ethnic groups

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4 major views on how children gain oral language ability

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1. Behaviorist 2. Innatist 3. Constructivist 4. Social Interactionist

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Behaviorist Theory

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- Oral language is learned through conditioning and shaping processes that involve a stimulus and a reward or punishment. - Infants learn oral language from other human role models.

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Innatist Theory

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- Language learning is natural for human beings. - Babies enter the world with a biological propensity or inclination- an inborn devise as it were- to learn language.

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Constructivist Theory

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- Emerged from Jean Piaget - Language development is linked to cognitive development such as thought processes and abilities. - Language development is deeply rooted in the development of cognition or thinking and that concept or cognitive development preceded the development of language ability.

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Social Interactionist Theory

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Language development is greatly influenced by physical, social, and, of course, linguistic factors.

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Zone of Proximal Development

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- The difference between what a child can do alone and in collaboration with others. - Emerged from Lev Vygotsky

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Reading

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A set of print-based decoding and rudimentary thinking skills necessary to remember a text

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Relationship Between Oral Language and Reading

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Research shows that children with weak oral language abilities tend to 1. Have small vocabularies characterized by lots of short words repeated often. 2. Make frequent use of nonspecific words. 3. Employ fewer complex sentences and less elaboration.

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Mean Length of Utterance

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Refers to the average number of words spoken in a verbal statement

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Phonics

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A teaching method that relates spoken sounds to written symbols in systematic and predictable ways

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Graphophonemic Knowledge

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Letter-Sound Relationships

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Difference in Phonemic Awareness and Phonics

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Phonemic awareness is the awareness of phonemes or sounds. Phonics is a teaching method that relates spoken sounds to written symbols.

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Decoding

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Uses the phonics skills students learn and apply that help them to figure out the pronunciation of an unfamiliar word in print.

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Word Recognition

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Has to do with instantly identifying words as wholes, without resorting to analyzing words letter by letter and blending sounds to access an approximate pronunciation.

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Alphabetic Principle

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An understanding that specific letters or letter combinations represent specific speech sounds in spoken words.

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Consonant Blends

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Combination of two letters blended together so that each consonant is still pronounced. Examples: bl - black, fr - frost, sk - sky

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Consonant Clusters

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Combination of three or more letters blended together so that each consonant is still pronounced. Example: spl - splash

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Consonant Digraphs

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Two consonant letters that represent only one distinct speech sound. Examples: th - thank, ch - children, ng - sling

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Prosodic Features of Phonology

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Speaking with expression. Pitch - Highness or lowness of speech Juncture - Pauses within or between words Stress - Emphasis or intensity of speech

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Articulatory Units of Phonology

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Elements of speech such as individual sounds, syllables, and words.

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There are ____ speech sounds in the English language.

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44

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There are ____ letters in the English alphabet.

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26

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Vowel Digraphs

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Combination of two vowel letters together in words representing only one distinct speech sound (ee, oo, ie, ai). Examples: ee - eel, sleep ea - head, each oa - oak, coat

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Dipthongs

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Combinations of two vowels together in words producing a single, glided sound. Examples: oi - oil oy - boy ou - hour

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Schwa is represented by what symbol?

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Upside-down e symbol

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Schwa sound

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Some vowel letters produce the uh sound. Explosive consonants like p blended with the letter sound of l can combine to produce a schwa sound even when no vowel letter is represented. Examples: a - about e - effect o - other no vowel letter - simple, apple...the schwa sound uh is heard between the p and the l

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High-frequency words

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Words that occur most often in printed texts.

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Synthetic Phonics Instruction

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Students learn how to change letters or letter combinations into speech sounds and then blend them together to form known words "sounding out".

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Embedded Phonics Instruction

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Embedding of phonics instruction in texts selected for reading can result in a more implicit approach that relies to a large extent on incidental learning. This learning can become more focused by following a predetermined scope and sequence of phonics instruction and then selecting specific books for reading in which the instructed phonics element appears frequently to optimize practice.

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Analogy-Based Phonics Instruction

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A variation of onset and rime instruction that encourages students to use their knowledge of word families to identify new words that have the same words parts.

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Analytic Phonics Instruction

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Students study previously learned whole words to discover letter-sound relationships.

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Phonics-Through-Spelling Instruction

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Students segment spoken words into phonemes and write letters that represent those sounds to spell the words.

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5 Interactive Strategies for Struggling Readers

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In order: 1. Rereading familiar text 2. Phonics Instruction 3. Reading and applying decoding skills to new text 4. Practice session on high-frequency words 5. Writing This is important!

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Teaching about long and short vowels

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Vowel letters usually represent a sound (short) and the name (long) of the vowel letters. Examples: O in Overalls is the long vowel sound.....name. O in Ox is the short vowel sound.....sound the letter makes.

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Reading Fluency

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Accurate, Effortless, and Automatic Word Identification Know teaching strategies and how to identify students who struggle with reading fluency!!

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Automaticity

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Automatic information processing

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Reading Rate

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A measure of how quickly students can orally read a given text.

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Four formats for Choral Reading

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1. Unison Reading 2. Echo Reading 3. Antiphonal Reading 4. Reading in Rounds

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Unison Reading

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A teaching strategy for fluency in which everyone reads together

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Echo Reading

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A teaching strategy for fluency. The teacher or a student reads a passage aloud and the everyone else "echoes" by repeating it

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Antiphonal Reading

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A teaching strategy for fluency. A type of choral reading in which two groups take turns reading passages aloud.

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Reading in Rounds

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A teaching strategy for fluency. Groups reading simultaneously but not in unison, starting at different times on a staggered schedule

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Partner Reading

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Also called paired or buddy reading. A teaching strategy that allows students who may be struggling to read aloud with more fluent partners. (The partner models fluent reading in place of the teacher, providing useful feedback and helping with word recognition. Usually partners take turns reading aloud an assigned passage to one another, with the more developed reader going first, thus providing the model for fluent reading. The second reader then attempts the passage based on the partner's modeling. )

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Students who read accurately but slowly may be having troubles with _______ and ________.

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vocabulary and comprehension Know teaching strategies and how to identify students who struggle with this.

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Neurological impress method (NIM)

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Method of working with struggling readers who need to increase reading speed. A struggling reader and a more fluent reader read text aloud simultaneously.

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Two typical places a teacher can look to help a student who struggles with reading fluency due to word recognition problems

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1. The student may not know core high-frequency sight words 2. The student may have gaps in their phonics knowledge that prevent them from efficiently applying blending strategies to decode words This is important!

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Readers' Theatre

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A teaching strategy that promotes fluency and involves rehearsing and performing before an audience from a script that is rich with dialogue.

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Reading and writing composition are dependent on _____ ________.

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word knowledge

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Basic Speaking Vocabulary

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Word meanings that are commonly learned in conversation and from accessible media sources (no instruction needed)

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Elaborated Speaking Vocabulary

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Word meanings that are "sophisticated synonyms" for words in the basic speaking vocabulary

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Academic Knowledge Vocabulary

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Word meanings that are learned within highly specialized knowledge domains such as botany, geography, medicine, and physics. Words used to represent the specialized concepts and ideas found in core subject area fields.

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Word Bank

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A tool to help students collect and review words. They can be personal dictionaries, shoe boxes decorated to store index cards, notebooks or recipe boxes.

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Word Wall

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Post important words on a section of wall and categorize them according to your purpose. It provides direction of students' attention to words of all kinds, high-frequency words, important words in a content unit of study, or useful words for books they are reading.

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Word Sorts

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The purpose of doing word sorts is to get students to group, discuss, regroup, and discover new meanings of important vocabulary and word parts in the texts you use.

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Closed Word Sorts

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Teacher-directed activities in which students are told in advance the categories for sorting the new words. - Word hunting. This can be done with partners, in groups, or in a learning center. Students go through familiar books, magazines, or websites and make a list of the words they find that match entries posted on the word wall. They then record their findings in a notebook giving the sentence and source where the word was found.

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Open Word Sorts

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Student-directed activities in which they are free to group words from the word wall according to how they think they are related, providing their own labels for each group of words.

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Interactive Read Aloud Strategy

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A teaching strategy that engages students in verbal exchange about a text through having a text orally read to them and then engaging in guided question/answer sessions. The teacher reads aloud to his/her students thereby demonstrating to the students how to act and think like a reader by representing skills such as fluency, phrasing, and stress while reading. Students can make personal connections with the text which fosters a deeper reading comprehension. Has been proven to aid in teaching students skills such as thinking outside of literal meanings, making inferences and predictions about the story, and promotes excellent opportunities to expose students to various genres of literature.

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Guided Reading Strategy

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Small group reading strategy used to foster improvement in reading strategy skills and comprehension that will lead to autonomously fluent reading skills. Problem-solving reading skills addressed: New word meanings, sentence structure, and concepts. Separate students into groups based upon factors such as similarities in reading levels, similar interests,and/or similar instructional needs. Choose appropriate text. Groups read the same text and students read independently. The teacher supports individual students through brief, particularized interactions and guides students to discuss troublesome words, words they found interesting, and interesting ideas they found as they read the text.

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Literature Circles

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The teacher is the facilitator and students work together in groups. Students discuss the text they have read in detail and in depth. Separate the class into groups and present the class with two options of text they may read. Allow blocks of class time for uninterrupted reading. After the students have read for a few days, the groups meet with the teacher to discuss their assigned text. The teacher assigns collaborative tasks for each group.

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Shared Writing Strategy

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Teaching method that includes both modeling by the teacher and active input from the students. The teacher models the accurate construction of a high-quality draft either by writing the text on a chalkboard or a whiteboard while allowing the students to give active input on the writing. This allows students to witness revisions, take part in analytical thinking about the text being written, and to actively be a part of writing a draft and/or composition. This strategy allows the teacher to make the writing process visible and concrete to his/her students.

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Word Study Focus

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Teaching strategy that gives focused attention to words and word elements including, but not limited to, elements such as phonics, knowing word families, clusters and chunks, learning upper and lower-case letters, and learning to use reference resources such as dictionaries. Direct instruction that helps with decoding, reading, writing, and spelling. Can be taught individually, in small groups, or to the entire class.

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Semantic Map

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A kind of blueprint in which students sketch out or map what they know about a topic. They help students relate new concepts to schemata, previous knowledge, and vocabulary already in the brain as they integrate new information and restructure existing information for greater clarity.

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Teaching Vocabulary

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1. Provide readers multiple experiences with a word or a concept. 2. Help students see that words can be defined in quite different yet still correct ways. 3. Provide opportunities for creative activities around words.

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Two Stages of the Reading Comprehension Process

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1. Lower Processes Word Recognition - phonics and sight words Fluency - rate, accuracy, and expression Vocabulary - word meanings 2. Higher-Order Thinking Relating prior knowledge to text content and consciously learning, selecting, and controlling the use of several cognitive strategies for remembering and learning from text

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Schema Theory

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A hypothesis that explains how information we have stored in our minds helps us gain new knowledge.

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Research shows that reading comprehension improves most when teachers provide ________ comprehension instruction to children.

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explicit

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Five research-supported strategies that are the most critical keys for focused instruction in reading comprehension.

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1. Activating prior knowledge 2. Questioning 3. Analyzing text structure 4. Creating mental or visual images 5. Summarizing

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Metacognition

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A reader's awareness of how well he or she is understanding the reading. A reader's ability to control his or her own thinking, including the use of comprehension strategies to improve or repair failing comprehension while reading

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Scaffolding

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Students select and use strategies, beginning with high teacher control and involvement, moving to shared control and involvement between teachers and students, and finally to students' independent control over strategy selection and use.

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Assessment

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The ongoing, systematic collection of information on all students. Assessment happens in effective classrooms before, during, and after instruction has taken place.

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