Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
ELC4
Reading and Writing-Set 2
| Question | Answer |
|---|---|
| Cognitively challenging talk | includes analyzing, discussing, explaining different aspects of the story |
| Why is reading aloud such an important part of an emergent literacy program? | it develops language and builds critical thinking skills |
| What are some steps that might be taken to derive maximum benefit from a read aloud program? | asking open ended questions,using promptsasking specific questions,talking about story elements,doing follow up activities after reading the book |
| In shared writing | the teacher emphasizes reading for meaning and basic concepts of print |
| Emergent literacy | the reading and writing behaviors that precede and develop into conventional literacy |
| Concepts of print definition | understandings about how print works-that printed words represent spoken words, have boundaries, are read from left to right and so on |
| Mock words | between 3 and 7 characters and only repeat the same letter twice. |
| First 6 print concepts | words spoken can be written down, words are read not pictures, sentences made up of words, words made up of letters, left to right, top to bottom |
| Next 6 print concepts | front to back, sentences are divided into words,spaces between words, sentences start with capital letters, punctuation, titles/author/illustrator |
| Reading time that should be set aside per day | at least 20 minutes |
| Thinking skills | when children are read to and books are discussed |
| Emergent reading-Category 1-Attends to pictures but does not create a story | The child simply talks about the illustrations and does not attempt to make connections among the pictures so as to tell a story. |
| Emergent reading-Category 2-Uses pictures to create an oral story | Using the storybook's illustrations, the child creates a story. However, the child's expression and intonation are those of telling rather than reading a story. |
| Emergent reading-Category 3-Uses pictures to create a combined oral/reading story | Using the storybook's illustrations, the child retells a story. Portions of the retelling sound like oral storybook reading; however, other portions sound like an oral retelling of the story or are conversational. |
| Emergent reading-category 4-Uses pictures to create a literary retelling | The child uses knowledge of the specific events in the story to help recall the wording of the story |
| The child uses knowledge of the specific events in the story to help recall the wording of the story | refusal to read, as a child attempts to use print the child may realize that she cannot decipher the print and might say, “I don't know the words.” or the child pays attention to known aspects of print, such as a few known words or a repeated phrase. |
| Shared book experience | reading repetitive stories, chants, poems, or songs, often in enlarged text, while the class follows or joins |
| Big Book | 15x19 inches or bigger, all words seen by students |
| Dialogic reading | shared book reading with questions and prompts used in a small group setting for deeper understanding |
| Language experience stories | introduce visual aspects of reading |
| Shared or interactive writing | modeled on experience stories and shared reading, both teacher and student compose a story |
| What are the steps in teaching student to creat traditional language experience stories? | discuss trip,draw picture,discuss picture,child dictates story about picture,teacher writes it, teacher reads it back,child revises, both read together, student reads to teacher |
| What are the steps in teaching shared writing? | students instruct teacher to write letters,or write themselves, teacher prompts,reads sentence, moves to next word |
| Consonants | formed by obstructing or interfering in some way with the flow of breath. |
| Vowels | articulated with tongue, lips, and teeth. |
| Spelling is | conceptual and involves 3 levels of understanding: alphabetic, pattern and meaning. |
| Spelling stage 1: 18 months | random scribbling |
| Spelling stage 2: 3 yrs. | wordlike scribbling |
| Spelling stage 3: 4-5 yrs. | prealphabetic writing (prephonemic) |
| Spelling stage 4: 4-6+ yrs. | early alphabetic (early letter name) |
| Spelling stage 5: 5-7+ yrs. | alphabetic (letter name) |
| Spelling stage 6: 6-7+ yrs. | consolidated alphabetic (within word pattern) |
| Spelling stage 7: 8-10+ yrs. | syllable juncture |
| Spelling stage 8: 10-20+ yrs. | derivational constancy |
Created by:
kristi01
Popular Miscellaneous sets