FTCE Elementary Education k-6 Language Arts and Reading – Flashcards
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Vocabulary
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Includes all the words the reader can understand and use.
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Comprehension
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Ability to understand what one has read. Includes recognizing main idea of article or able to compare and contrast different characters.
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Word Recognition
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the student has ability to visually identify words in isolation or context.
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Phases of word recognition
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pre-alphabetic, partial-alphabetic, full-alphabetic, graphophonemic, and morphemic.
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Text to self
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the reader made a connection from the reading to own personal life.
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Text to text
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the reader made a connection from the reading to another book with similar writing style, theme, or topic.
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Text to world
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the reader made a connection from the reading to a topic or an event that has taken place in the world.
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Critical Thinking Strategies
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making connections, making predictions, questioning, summarizing
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Making predictions
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use title and illustration on cover to predict what a text will be about aids comprehension. Throughout reading, predictions can be affirmed or revised.
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Questioning
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helps students make meaning of text being read. Questions about text, author's intent etc.
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"Right there" questions (text explicit)
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literal questions. Answer in the text itself.
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"Think and search" (text implicit)
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the answer is implicit in text. Student must synthesize, infer, or summarize to find answer.
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"Reader and author" (implicit or experienced based)
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Reader must combine own experience with what texts states.
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"On my own" (implicit or experienced based)
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Reader must generate answer from prior knowledge.
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Summarizing
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to simply and concisely paraphrase what has been read.
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Reading Fluency
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accuracy, automaticity, rate, prosody
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Accuracy
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ability to correctly read the words in a text
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Automaticity
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ability to instantly recognize a large bank of words to quickly decode unfamiliar words.
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Rate
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speed of reading
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Prosody
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ability to read with appropriate rhythm, intonation, and expression.
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Reading Comprehension
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Main idea, supporting details and facts, author's purpose, fact and opinion, point of view, inference, visualize, conclusion
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Main idea
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Determining the essential message of a reading selection.
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Supporting details and facts
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provides the reader with the vital info needed to synthesize and summarize.
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Author's purpose
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Could be to explain, inform, persuade, or entertain.
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Fact and opinion
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Students should know difference when reading.
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Point of view
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Students should be able to identify which __________ an author is writing.
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Inference
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"Reading between the lines." Often includes merging what is already known about topic to new information presented.
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Visualize
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Create mental pictures in one's mind.
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Conclusion
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The end or summation of a reading.
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Facilitate student reading comprehension
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activate prior knowledge, summarize, self-monitoring, questioning, use of graphic and semantic organizers, think alouds, recognizing story structure
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Activate prior knowledge
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Students must connect what they hear, read, and view with what they already know. Can use Think-Pair-Share technique to discuss previous knowledge with partner. Graphic organizers (K-W-L charts) can elicit what students already know about topic.
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Summarize
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Often included in a retelling of the selection. Think-Pair-Share techniques to discuss summary with partner.
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Self-monitoring
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Being aware of their thinking as they are reading. Students must pause periodically to reflect about info.
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Questioning
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Teachers must model different questions for students to internalize and implement in own reading.
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Use of graphic and semantic organizers
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used by teachers and students to highlight big ideas in a text and facilitate connections. Organizers synthesize and summarize reading.
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Think alouds
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"talking to the text." Involves teacher modeling her thoughts aloud while reading text to students. Vocabulary often incorporated to pre-teach new words and meanings. Then practiced by students and partners.
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Recognizing story structure
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Beginning, middle, end with literary elements setting, characters, and plot. Teachers highlight and facilitate the analyzing of story structure through questioning techniques before, during, and after read aloud or shared reading.
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Informational or nonfiction text
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is structured using organizational aids called text features. Helps summarize info presented. Title, table of contents, headings, subheadings, bold and italicized words, illustrations, photographs, labeled diagrams, charts, graphs, tables, glossary, index
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Graphic organizers
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(cause and effect, venn diagrams, double entry journals, timelines) can be used to further explore content
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Literary text or narratives
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have a logical sequence. Students can be taught to recognize beginning, middle, end.
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Emergent literacy
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the beginning phase of literacy. Learn text and pictures provide meaning. Are exposed to structure or syntax of language and predict meaning of text.
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Emergent literacy
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Oral language development, phonological awareness, alphabet knowledge, concepts of print
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Oral language development
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enhance skills: be involved in open-ended (whole group, small group, and one-on-one) discussions, read alouds, echo reading, songs, nursery rhymes, storytelling, readers theater, cloze activities, poetry, role play and drama, fingerplays...
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Phonological awareness
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includes ability of a student to identify and manipulate large parts of spoken language (words, syllables, onset/rime units) and awareness of other aspects of sound in our language like alliteration, intonation, and rhyming.
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Alphabet knowledge
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ability to identify and name the upper and lowercase letters.
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Concepts of print
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Should understand print conveys meaning, directionality, concept of word (word boundaries), one-to-one corresponding letter knowledge, phonemic awareness, and literacy language (author, illustrations, title...).
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Poetry
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Contains short lines, imagery, and elements of sound, such as rhythm and rhyme.
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Folklore
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Stories that were told by word of mouth: nursery rhymes, fairy tales, fables, myths, legends, tall tales,
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Fantasy
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Stories that could not happen in the real world
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Science fiction
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Stories that might happen in the future
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Realistic fiction
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Stories focusing on events that could happen in the real world.
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Historical fiction
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Realistic stories set in the past.
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Biography
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Stories that tell the tale of a person's life
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Nonfiction
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Books that present information.
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Literary Elements
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Setting, Characters, plot, theme, style
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Setting
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where the story takes place
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Characters
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people or animals in a story, novel, or play
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Plot
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the events that take place in a story; often includes a climax and resolution
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Theme
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the subject or central idea of the story
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Style
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the vocabulary and syntax the author uses to create the story
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Alliteration
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two or more words or syllables, near each other, with the same beginning consonant
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Hyperbole
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an exaggeration used to emphasize a point
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Analogy
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a detailed and sometimes lengthy comparison of two ideas or events
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Irony
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using words that mean the opposite of what the author intends
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Personification
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giving human qualities to a thing or abstraction
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Metaphor
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a comparison of two distinctly different things suggesting a similarity between them
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Simile
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a comparison using like or as
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selecting quality multicultural lit books
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Depicts diversity but avoids stereotyping Explores cultural differences and similarities Provides accurate and positive portrayal of culture represented Language and setting must be consistent with culture
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Artistic literature response
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incorporates a variety of artistic mediums such as drawing, painting, collage, scratchboard.
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Discussion
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might include literature circles or book clubs (face to face or online) that encourages small, temporary, and heterogeneous groups of students to talk about the story being read.
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Dramatic Response
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poetry readings, readers theater, storytelling
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Inquiry
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includes research about an author or topic (______ circles)
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Written response
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Responding to reading in writing. Independent graphic organizers, reading logs, learning logs, and reading response journals
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Multimedia tools
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computer software programs or online resources can enhance reading comprehension. PPT presentations, wiki pages, digital storytellings, or web-quests in response to literature.
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Developmental Writing Stages
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Scribbling, mock, handwriting, mock letters, conventional letters, invented temporary or phonetic spelling and conventional spelling.
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The Writing Process
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prewriting, drafting, revising, editing, publishing
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Prewriting
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Activating prior knowledge, gathering and organizing ideas; may include brainstorming a list of ideas and researching / reading about a topic; deciding upon intended audience.
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Drafting
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Transfer of ideas to paper; focus on getting all thoughts down
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Revising
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Refining and clarifying the draft; focus on meaning and further developing the writing piece
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Editing
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Proofreading the draft for misspelled words, grammar, mechanic errors.
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Publishing
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Sharing a final product
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Modes of Writing
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narrative writing, persuasive writing, descriptive writing, expository writing, informative writing, creative writing
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Narrative writing
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writing that recounts a personal or fictional experience or tells a story based on a real or imagined event.
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Persuasive writing
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writing that attempts to convince the reader that a point of view is valid or that the reader should take a specific action
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Descriptive writing
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writing that attempts to "paint a picture" or describe a person, place, thing, or idea
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Expository writing
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writing that gives info, explains why or how, clarifies a process, or defines a concept
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Informative writing
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writing that informs the reader in an attempt to create new found knowledge
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Creative writing
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uses the writers imagination
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Teaching Writing Conventions
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Include mechanics such as spelling, punctuation, capitalization, and grammar. Taught by whole group through modeled, shared and interactive writing opportunities or to small groups and individuals during writing conferences. Apply knowledge during editing and publishing phases of writing process. Rubrics
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Assessment
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the process for gathering data about students to identify areas of strength and weakness in order to guide future instruction.
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Formal Assessment
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intelligence tests, achievement tests, diagnostic tests.
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Informal Assessments
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informal reading inventories, running records, cloze tests, anecdotal notes, checklists, rubrics, portfolios, surveys.
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Norm-Referenced Tests
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Assessment instrument administered to students of various backgrounds to develop norm. Norms are the average scores of the populations. Used as comparison point for teachers' students.
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Criterion-Referenced Tests
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Assessment instrument that assess if student reached the point mastery. (FCAT)
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Diagnostic Assessment
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standardized tests aimed to determine a student's strengths and weaknesses.
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Performance Based Assessment
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(Authentic Assessment) incorporates real-life applications of what has been taught.
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Fluency Checks
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(Usually 1 min. timed readings) focus on accuracy, rate, and prosody; student's wpm or wcorrectpm are calculated.
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Informal Reading Inventories
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- Individual tests that generally include lists of words or sentences and leveled reading passages with questions. Student's independent, instructional, and frustration reading levels recorded to determine too easy, difficult enough to warrant instruction yet avoid frustration, or too difficult.
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Rubric
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Set of scoring guidelines or criteria for evaluating student work.
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Running Records
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Informal assessments that enable the teacher to observe, score, and interpret a student's reading behaviors. Observations include:
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Running Record Errors
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Substitutes another word for a word in the text Omits a word Inserts a word Has to be told a word by the person administering the running record
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Self-Corrections (SC)
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Occurs when a child realizes his error and corrects it. Previous substitution not scored as an error.
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Meaning (M)
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- Part of semantic cueing system in which child takes her cue to make sense of text by thinking about the story background, info from pics, or meaning of sentence. These cues assist in the reading.
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Structure (S)
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Structure of language or syntax (syntactic cueing system). Knowing structure helps reader know what is read sounds correct.
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Visual (V)
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Visual information (graphophonemic cueing system) is related to the look of the letter in a word and the word itself. Uses visual info when studying beginning sound, word length, familiar word chuncks...
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Analyzing a Running Record
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Involves observing how the child uses the meaning (M), structural (S), and visual (V) cues to help her read. Pay attention to fluency, intonation, and phrasing. When child makes an error while reading, record sources of info used by child in 2nd column circling M, S, or V.
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Scoring a Running Record
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Calculated rates along with qualitative info and child's comprehension determine child's reading level. See Notebook
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Screening
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Assess students at the beginning of year to identify the students' reading level and capabilities.
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Progress Monitoring
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Used throughout year to show gains in reading achievement.
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Anecdotal Notes (Records)
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Short, concise, written observations made by teacher while students work. Purpose to observe and record info used to guide reading instruction and share with parents. Dating them and file in portfolio.
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Cueing Systems
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Semantic, Syntactic, Graphophonemic
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Syntactic
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focuses on structure of the sentence and how language works. Students can identify sentences that sound correct. Teachers ask "Does that sound correct?" when syntactical error is made.
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Semantic
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focuses on any meaning a student derives from a sent. based on prior knowledge. Students can identify if it makes sense. "Did that make sense?"
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Graphophonemic
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focuses on various visual cues and knowledge about the relationship between sounds and symbols. Phonological awareness is important. "Does that look right?"
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Miscue Analysis
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A technique for recording and analyzing students' oral reading errors. Ask comprehension questions or students retell what they read.
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Cloze tests
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______ procedure is getting students to fill in words deliberately omitted from a passage of text. Assists in prediction and use of context clues.
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Response Logs
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Students record thoughts and feelings as they read or watch video.
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Retelling
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Technique that involves reading and then retelling what has been read.
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Literature Circles
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Small, temporary, heterogeneous groups that gather to discuss a book to with goal to enhance comprehension.
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Workshop
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- begins with teacher demonstration, guided practice, independent practice, sharing.
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Literacy centers/stations
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Allow students time to practice and apply what they are learning. Ex: poetry, listening, word work, writing, spelling, comprehension, literature response, vocabulary, art, independent reading.
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Small Groups
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groups of students working together to expand knowledge. Ex: jigsaws (small groups provided a task to later share knowledge with class), literature circles, student working centers.
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Paired/Buddy reading
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Each takes turn reading
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Assessment Instruments Informal
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Concepts of print, Checklists, Rubrics, games, surveys, portfolios
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Concepts of print
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Checklists that identifies basic knowledge of print conventions and overall book structure. (letter identification, word boundaries, book cover)
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Checklists
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High frequency word __________ can be used as screening and progress monitoring tools to assess what words students know instantly.
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Rubrics
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can be used to identify what important literary elements students are incorporating into their retelling.
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Games
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Sight word bingo can be used to informally assess sight word recognition
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Surveys
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Interest and attitude ________ can be used to gauge attitudes about reading and identify topics of interests to students
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Portfolios
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Collect work samples over time to gain true insight to students' progression.
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Penmanship
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- the quality or style of one's handwriting is a developmental process. Traditional or D'Nealian (modern incorporates more strokes).
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Letter formation
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4 basis strokes: circles, horizontal/vertical/slant lines
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Spacing
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Should be consistent between letters, words, and sentences
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Letter Size and Alignment
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Roughly the same size on written lines, using the headline, midline, and baseline as instructed.
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Line quality
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Stokes of pencil should be consistent smoothness, color, and weight. Not too dark or to wavy, too light or varied.
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Penmanship
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Penmanship, letter formation, spacing, letter size and alignment, line quality,
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Listening
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Requires student to take in or receive what has been heard and seen, attend to what is important and comprehend the message.
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Efferent listening
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listening to learn new information
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Aesthetic listening
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performed more for pleasure and enjoyment
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Advance Listening Skills
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set a purpose, questioning and visualizing, summarizing, graphic organizers
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Set a Purpose
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Prior to a read, ensure students understand the objective of the lesson. Making predictions helps set purpose to listen attentively. Activate prior knowledge related to the topic. Use of visuals.
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Questioning and Visualizing
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Before, during, and after, students should question the content to ascertain important concepts and organize newly learned info. Visualize while listening to enhance critical thinking skills and aid in deeper comprehension.
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Summarizing
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Concurrently and after questioning, students should synthesize info and see relationships among key concepts.
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Graphic Organizers
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To solidify last phase of listening, students complete _____________ to synthesize and then evaluate the learning.
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Speaking Strategies
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organizational format, questioning, retelling, drama
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Organizational Format
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A combination of whole group lessons and small group discussions provides many speaking opportunities. Literacy centers or stations, literature circles.
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Questioning
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Teachers model varying levels of ___________ (literal, inferential, critical) and students add them to own repertoire.
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Retelling
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Helps students organize their thoughts into a logical sequence of beginning, middle, end. Focus on big ideas.
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Drama
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Allow students to role play, storytell, and share reader's theater scripts.
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Media Literacy
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The ability of a student to interpret media messages.
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o Artifacts
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Real objects; usually representative of a particular culture or event
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o Internet
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a communication system that connects computers and their networks all over the world
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o Printed material
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Anything with printed text: books, magazines, journals...
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Primary sources
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A document or piece of work that was written, recorded, or created during a particular time period: photographs, speeches, interviews...
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o Visual Media
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Anything not printed: television, video, some radio broadcasts.
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Internet safety
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Primary students use preselected sites Intermediate students use preselected sites and be taught advanced search skills to collect helpful info Once accessed, students taught to critically question and evaluate site. Older students taught citation skills and copyright laws.
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Educational Technology
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Interactive White Boards, Computer Software
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Computer Software
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Kidspiration offer students opportunity to create own graphic organizers (charts, timelines, webs) PhotoStory, Windows MovieMaker, iMovie students can create digital stories to share their
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E-mail
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Epals aid teachers in setting up electronic correspondence with other classrooms.
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Online book clubs
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Motivate students to discuss books they have been reading online with other students outside of classrooms
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WebQuests
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Web-based learning experiences where students navigate predetermined websites to glean further insight into a topic of study.
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Wiki sites
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"Mini web page" Pb works and Wiki. Students combine text, graphics, animation, and hyperlinks to share knowledge.
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Video Conferencing
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Skype allow for discussions for further understand with other students.
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Blogs
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weblog, allows students to post and comment on their work. Classroom news blogs and literature response blogs have become common.
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Podcasts
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Published audio recordings
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Video Projects
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Create digital stories or videos related to student learning share and expand knowledge. TeacherTube
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