Term
| Phonics skills instruction sequence |
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Definition
Teachers:
Name upper/lowercase letters
Sounds of letters
Consonants (short sound)/Vowels (long sound)
*Don't need to point out letters that can make many sounds |
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Term
| 3 letter words, basic digraphs, consonant blends |
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Definition
CVC's - easiest with short vowel sounds
simple words with inital digraphs - shed, that
After basic digraphs...
short-vowel words beginning with consonant blends (bl, sl, st)
Work w/ consonant blends helps accelerate pronunciation for many students, as they begin to combine sev letters into a single sound. |
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Term
| Long vowel sounds/multisyllabic words |
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Definition
long vowel sounds (try to focus on one-syllable words - mate, row)
look at diphthongs and irregular verb formations (r or l controlled: car, walk, bird)
common multisyllabic words (practice before asking to sound out on their own!) |
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Term
| Synthetic and Analytic phonics instruction |
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Definition
Synthetic (part to whole)
Analytical (whole to part)
These work together - presence of one reinforces development of other. |
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Term
| Initial consonant, digraph, blend cards |
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Definition
| synthetic phonics activitiy:kids match rimes (written on board) to rime cards in their hands. Shows that many common words share an intial sound. |
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Term
| Digraph, letter, and blend cards |
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Definition
| synthetic phonics activity: give kids cards with letters, digraphs,and blends and pair up to create short words, then ask them to attempt reading it. Suited best to students well into the analytic phase of phonics knowledge. |
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Term
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Definition
| Give a text and ask to underline all presence of a given letter/digraph/blend. Teacher then reads thru paragraph to point out each instance. |
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Term
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Definition
| advanced phonics exercise: teacher writes sev sentences on the board, each contains the same consonant sound (that are underlined). students read the underlined words and ID what sound they have in common. when ID'd, teacher writes it next to words, so kids can pay attention to 1)sentence 2)word 3)sound |
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Term
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Definition
| Analytic phonics: can be open or closed. |
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Term
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Definition
Phonics assessments are categorized on whether the student is putting sounds together (encoding) or converting written words into sounds (decoding).
E=traditional spelling test, dictation
D=assessment: pronounce words from text (list should systematically isolate diff letters, sev words with same ending but diff initial letters, good to be nonsense words) |
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Term
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Definition
to teach vocab.
1) Sentence on the board w/o def. "Larry's celerity made it possible for the job to be done at 5."
2)Describe target word in some way. "Rabbits, runners, and racecars are all known for their celerity."
3) Define word. "Celerety means swiftness or speed."
4) Ask question with word. "Can you name something that moves with celerity?" |
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Term
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Definition
| Preteach-reteach-practice-review! |
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Term
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Definition
4 components (in this order):
Intro, argument, developments, conclusion |
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Term
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Definition
| Coherent intro (engage audience and summarize main point), body (central points of argument + supporting evidence), conclusion (summarize argument and give food for thought) |
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Term
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Definition
ideas - inform
claims - change one's opinion |
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Term
| Supporting speech material - expository vs. argumentative |
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Definition
expository-the facts! as objective as possible
argumentative-try to change your mind with not so objective info |
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Term
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Definition
R-consistency btwn scores from diff administrations of assessment. Use same assmt 2x on same S and get wildly diff scores? Unreliable.
V-degree to which a test measures what it was intended to measure. Want to know about reading comprehension? Don't test on phonemic awareness. |
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Term
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Definition
Norm-referenced-score is compared to those of his peers/often a percentile/help ID trends in performance.
Grade-equivalent score- (5.3 means 3rd month of 5th grade), handy to express scores in academic terms.
Stanine scores-(standard nine), 9 point scale (1 lowest; 9 highest), provides a gen'l look at performance. |
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Term
| Theoretical orientation to ESL reading instruction |
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Definition
a set of assumptions/beliefs that prescribe goals/expectations for students.
3 main types - phonics approach, skills/balanced approach, whole lang approach |
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Term
| Phonics approach to ESL reading instruction |
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Definition
| emphasizes importance of relationship between sound and comprehension. A teacher using this approach goes to a a lot of effort to outline and make explicit the correspondences btwn sounds and letters, sight words only taught if they can't be decoded by phonics. Emphasizes language units smaller than word level, so students typically don't begin reading aloud until they've developed a strong foundation. |
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Term
| Skills/Balanced approach to ESL reading instruction |
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Definition
| focuses on giving S a set of tools with which to makes sense of simple texts. S find themselves reading authentic texts in L2 much faster than will students in a phonics based program. Emphasizes a large vocab of sight words, less priority placed on systematic teaching of phonics. Teacher will try to give ability to recognize words by root, prefix, suffix, or configuration, recognize word by context. T will concentrate on introducing vocab with concentration on 1st and last consonant sounds. T need to perform constant assessment to ensure students are not overwhelmed by plunge into texts. |
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Term
| Whole language approach to ESL reading instruction |
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Definition
| concentrate on specific functions of language. From almost very beginning, S are provided with quality children's lit. Strong emphasis on communication skills in this approach, w/ S encouraged to participate in dialogues and role-plays in L2, generate their own stories. One of priorities is to develop an overarching sense of narrative structure before teaching smaller units of lang. Phonics/word attack sills are incorporated in gen'l reading experience. Typically mentioned only when they have a direct correlation to a part of the assignment. Is esp popular for older students and adults. |
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Term
| Emergent literacy model to providing balanced instruction |
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Definition
3 of the most common approaches to providing balanced instruction are: emergent literacy-suggests that S have natural tendency towards lang learning/chilren are constantly exposed to print/reading/oral lang and DO NOT need a great deal of explicit instruction. T should create a good environment for learning and stay out of the way!
Language acquisition-students have predisposition to become literate, but need direct instruction. Emphasizes T role in solidifying student's natural understanding of lang and literacy. T use a greater mix of explicit strategies, so students can examine their assumptions re: lang, metacognition, S are encouraged to self-correct their learning processes.
Reading readiness models-opposite of emergent literacy model. they claim that certain reading skills are prerequisite to literacy/students must be ready to learn how to read. |
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Term
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Definition
| easiest way to solidify print concepts is to read aloud to the class. Demonstrates how books are held, how pages are turned, how letters on the page become spoken words and meaning. Think: big books |
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Term
| Informal Reading Inventory (IRI) |
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Definition
(DRA) One of the most common informal assessments. Following tests are freq. included:
Word ID list, graded reading passage, reading interest survey, print concepts, PA, phonics, structural analysis, CLOZE tests for content-area, vocab, spelling test.
Typically administered individually. More flexibility; teacher has freedom to select precise array of assessments that will be most helpful.
Purpose: establish S's independent, instructional, and frustration reading levels.
FOR ELL: bc students may have comprehension skills that far surpass their vocab, give an opportunity to demonstrate in other ways than language such as pictures to depict events of a story. |
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Term
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Definition
| Krashen. Suggests there is a typical order of linguistic acquisition. In general, ability to write will lag 1-2 levels behind oral proficiency. |
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Term
| Development of Written Communication |
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Definition
| The ability to create thoughtful and meaningful written communication is one of the last elements of literacy to develop. Be patient! |
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Term
| Writing activities to improve reading comprehension |
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Definition
| Summarizing, outlining, and responding to text (might include questions generated by text of experiences from S own life that can be related to text). |
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Term
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Definition
Research has confirmed a strong relationship btwn orthographic knowledge and word analysis. S who have ample practice writing out long words are more likely to learn the basics of structural and syllabic analysis.
Example of orthographic rule: change -y and add -ies. |
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Term
| Dialogue, Double-entry, reader response journals |
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Definition
Dialogue-S makes an entry and receives a written response from another S or T, will take on form of a convo.
Double-entry- S divide pages in half and write down diff types of info on either side (characters/detail statements and and actions of each).
Reader response-S describe their emotional and intellectual reactions to a text. |
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Term
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Definition
Pre-writing- narrowing of a topic, determination of audience, and create of outline (at times).
Drafting- S compose a first draft
Revise/Editing/Proofreading- student looks over draft to make changes.
Final draft- S makes all necessary revisions and polishes final version of the text. |
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Term
| Stages of Spelling Development |
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Definition
Pre-phonetic/semi-phonetic- may understand alphabetic principle but not letter ID.
Phonetic stage- basic letter ID and sound skills, CVC, affixes, rimes.
Transitional stage- etymology/morphology, reading and writing as much as poss to improve skills |
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Term
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Definition
graphic organizer to promote integrate of word knowledge.
Example: Congress---PASSES---legislation
(graphic re: the relationship btwn the words) |
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