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oversized storybooks.
details come to life.
playing i spy becauase the students can see the details. |
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| the reader or listener interprets and constructs meaning about what he or she reads or listens to based on prior knowledge about the topic. |
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| Metacognition (self-monitoring) |
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| the ability to describe the strategies used to read. noticing you're doing something wrong, and fixing it. |
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| nonfiction content-are information. higher order thinking. description, sequence, compare and contrast, cause and effect, problem solution, and exemplification. |
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| explicit. setting, problem, goal, events, and resolution. |
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| the teacher demonstrates the use of the strategy by using it with the children. then practice - then reinforce - then reward |
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| DLTA (directed listening and thinking activity) |
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| listening strategy. a framework that offers directions and strategies for organizing and retrieving information from a text that is read by or to a child. |
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| DRTA (directed reading and thinking activity) |
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| reading strategy. a framework that offers directions and strategies for organizing and retrieving information from a text that is read by or to a child. |
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| usually carried out in a whole-class setting, altough it may be carried out in small groups as well. during this activity, teachers model fluent reading for children using a Big Book. They also help children develop listening skills, since during the reading the children are asked to participate in some way. |
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| visual illustrations or representations of text information that help readers see relationships between concepts or events in a narrative or expository writing. |
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| may have boxes with labels in them that connect in different places. |
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| what we know, what we want to know, what we learned. |
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| a graphic organizer that uses two overlapping circles to show relationships between ideas. |
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| consists of a group of children who have read the same book. the children have these discussions independently of the teacher. |
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| usually a situation in which a child from an upper grade (better reader) is paired with a child in kindergarten or first or second grade. |
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| involves peers reading together. this may simply mean that the children take turns reading to each other, or that they read sitting side by side. |
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| teacher asks questions, students think, they are paired with other students, they discuss answers, and they share with the class. |
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| asks children to visualize what they see after they have been read to aor have read a passage themselves. |
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| after mental imagery, children talk about their images to peers or to the teacher. the children also predict what will happen next. |
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| a combination of accuracy, automaticity, and prosody when reading. a child who reads fluently is able to decode text automatically and accurately. |
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| the teacher or more abled reader reads one line of text, and the child then reads the same line. the number of lines read is increased as the child's reading improves. |
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| the entire class or a small group of children reads an entire passage together along with the teacher. |
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| involves a more abled reader in the same classroom or from antoher classroom as a model of fluent reding for less fluent readers. |
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| put on a presentation. the oral reading of a short play. the children have assigned parts and practice the parts for the presentation. |
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| read the same story 5 times in one week. |
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| children create their own spelling for words by how they hear it or see it. |
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| feedback provided during the reading or writing process. |
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| feedback provided at the end of an assignment. |
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| beginning; to see where the student is |
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| a period of time set aside for writing instruction of any kind |
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| mini-lesson (guided lesson) |
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| the teacher carries out a lesson to teach a particular type of writing skill (3-5 minutes) |
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| prewriting or brainstorming, drafting, conferenceing, revising, editing, and publishing. |
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| provides a model for children so they will know what to do when writing on their own. |
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| writing original stories that are typically fiction or retelling a story taht was read to children or that the children read themselves. |
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| involves writing with language that describes precisely. |
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| involves trying to get the reader to adopt your point of view on a given topic. |
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| nonfiction and uses information that might come from a content-area subject. |
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| writing that serves clear, real-life purposes, includeing greading cards and thank-you notes. |
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| journals can be written in notebooks, on pages staple together to create a book, or electronically. |
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| private journals in which children write about their lives or topics of special interest to them. |
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| can be written about any topic, buty they are shared with teachers or peers. |
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| reading response journals |
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Definition
| those in which children respond to narrative or informational text read. fellings toward the story; teacher reads response. |
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| usually involve content areas. children record information being learned, such as charting the progress of a setting hen's eggs. |
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| those authors who read their writings in a particular week should display them on a bulletin board in th ewriting center along with photographs of themselves. |
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| when sharing their work the child can sit in a special chair. |
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| poems can be rhymes or can follow other formulas. types include triangle poems, a cinquain, or a diamente. |
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| independent reading and writing |
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| children can select activities based on several options, and they may choose to work alone or in collaboration with others. |
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| skills related to writing, such as spelling, handwriting, punctuation, spacing, neatness, letter shapes, writing grips, thick pencils for gripping. |
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| represents the domain where individuals engae in an activity as a means to an end; working for money or candy |
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| the desire to engage in the behaviros for enjoyment, challenge, pleasure, or interest. working for yourself. |
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| children observing one another in a social setting. |
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| focal point of the classroom. a classroom area composed of a library corner and a writing area. |
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| in the literacy center. usually consists of a table and chairs and materials to use for making books. |
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| a specific type of literature. |
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| their texts are closely assoiciated with their illustrations. Dr. Seuss |
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| most don't have story lines, but they often have themes |
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| nursery rhymes and fairy tales. familiar stories that are part of our heritage and that originated in the oral tradition of storytelling. |
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| many of these stories are from other countries and cultures and broaden a child's experience and knowledge base. |
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| a category withing picture storybooks that deals with real-life problems. |
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| books ith no words, just pictures |
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| longer books with chapters |
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| a book about a person's life |
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| larger versions of smaller picture storybooks. |
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| given by the American Library Association for outstanding illustrations, typically in a picture storybook. |
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| given by the American Library Association for th estory in the book or novel. |
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