Reading and Writing-Set 5
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| Phonological awareness | s the consciousness of the sounds in words. It includes the ability to detect rhyme and separate the sounds in words. It is a broad term and includes the concept of phonemic awareness
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| phoneme | the smallest unit of sound that distinguishes one word from another.
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| coarticulation | the process of articulating a sound while atill articulating the previuos sound.
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| speech discrimination | the ability to discriminate the sounds of language
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| metalinguistic awareness | requires students to reflect on language on an abstract level, to treat language as an object of thought
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| what is the main approach to teaching reading in the U.S. | Basal readers
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| basal programs | includes a series of reader and supplemental materials that gradually increase in difficulty
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| basal-systematic approach | students are taught to say individual sounds and blend them and apply all skills in selections that incorporate the elements that have been presented
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| basals are | language based,include writing and spelling,have anthologies, workbooks, teachers manuals, suggestions, big books, games, teasts, websites to name a few
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| adaptations to basals | emphasize real reading & writing,use workbooks carefully,emphasize wide variety of reading materials,focus on a few key skills,provide opportunities for struggling readers,gradually take control of your literacy program
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| difference between basal readers and literature anthologies | is the focus on literature
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| disadvantages of basal readers | boring to some students,they are only excerpts of whole stories,offer too much,canned,suggested organizational pattern,not designed for a specific class,not challenging enough for advanced readers
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| linguistic patterns | are regularities in the spelling of the english language
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| guided reading | students are grouped and instructed according to their level of development
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| individualized reading | a system of teaching reading in which students select their own reading material, read at their own pace and are instructed through individual conferences
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| reading workshop | is a form of individualized reading in which students choose their own books and have individual or group conferences but may meet in groups to discuss books or work on projects.
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| minilessons | should be memorable and effective with a 5 part format
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| 5 part format of a minilesson | connection,teaching,active involvement,link,follow up
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| dialect | a variant of a language that may differ somewhat in pronunciation, grammar, and vocabulary.
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| bad to do with a child learning to read | correcting dialect,not writing exactly what they say
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| core literature | helps boost self esteem of poor readers
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| whole language | ncorporates a naturalistic, organic view of literacy learning.
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| oral language | learned by being used for real purposes, not by completing artificial practice exercises
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| conceptual spelling | 3 levels of understanding:alphabetic,pattern,meaning
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| determining spelling stage | analyze samples of their writing or use the Elementary Spelling Inventory
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| dictation | proccess of recounting an experience orally and having someone else write down the words
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| phonological awareness | ability to detect rhyme and beginning sounds and to hear separate sounds in words and alphabetic principle
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| when iintroducing letters | present at least 2 contrasting letters, dissimiliar appearances,upper and lower case presented together
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| phonemes | individual speech sounds
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| segmenting | dividing a word into its separate sounds
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| continuants | consonant sounds that are srticulated with a continuous stream of breath
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Created by:
kristi01
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