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ELED 316
Test #1
| Term | Definition |
|---|---|
| Oral Language | foundation for reading |
| 6 Language Arts and 2 categories | Receptive (Reading, Viewing, Listening) Expressive (Writing, Talking, Visual Representation) |
| Cueing Systems | Semantic cues, Syntactic cues, Graphophonological cues, Pragmatics cues |
| Semantic cues | or meaning cues are the ones that students get from a composite of the print, pictures, and content of the whole text. |
| Syntactic cues | structural or grammar cues; help the reader make predictions based on what makes sense in the English language. |
| Graphophonological cues | visual and sound cues; help the reader determine the pronunciation of a word in print, based on the letters she sees. |
| Pragmatics cues | from their social environment. Children gain this information from communicating with others in their homes and communities. |
| Automaticity | fluent processing of information that requires little effort or attention, as sight-word recognition. (Rule – 1 second or less) |
| Schema | activating prior knowledge, different for every person. Consists of our knowledge about “objects, situations, events, sequences of events, actions, and sequences of actions.” |
| Transactional Theory | (Rosenblatt) readers transact with the text, meaning they construct leaning. Efferent response Aesthetic response |
| Efferent response | read to gain information from the text |
| Aesthetic response | narrative text/story with emotions. (Nonfiction) uses background knowledge and emotions to make meaning from text. |
| Social constructivist/sociocultural theory | Have to have an expert and a novice. Expert uses language, objects and visuals. Vygotsky (zone of proximal development – not too easy and not too hard) |
| 3 Models of reading | • Whole (top down, ex: break to skills) • Part (bottom up, NCLB, skills upon skills) letters and sounds together working towards reading a book • Balanced (mixture of whole and part) |
| Kidwatching | approach to assessment part of ongoing model; teachers watch students, take notes, and conduct quick assessments to determine a student’s ability. |
| Explicit Teaching | tell students exactly what needs to be produced when they blend sounds. Teach phonetic elements directly. Let students hear and see how letters represent sounds. |
| Explanation Teaching | outlines the desired behavior in a set of steps or procedures. (Clear and direct, vocab is age appropriate, do not assume student already knows how to accomplish objective.) |
| Facilitative Teaching | type of instruction that is less direct, yet enables students to comprehend what they read. |
| Mental Modeling | teaching behavior that teachers use when they model their own cognitive activity by making “their reasoning visible to the novice.” |
| Intrinsic vs. Extrinsic motivation | Intrinsic motivation – motivating self, within you Extrinsic motivation – stickers, prizes, pizza, etc. |
| ELL | English Language Learner |
| ESL | English As A Second Language |
| EFL | English as a Foreign Language |
| LEP | Limited English Proficiency |
| ESOL | English for Speakers of Other Languages |
| Bilingual | Knowledge and use of two languages |
| FARM | Free And Reduced Meals, children close or in poverty. |
| SES | Socioeconomic status |
| Diversity and accommodations | -Different types/characteristics/people -Variety/diverse -Bring in different people and their cultures and integrate into community -Race/ethnicity -Cultures, SES and gender -Different learning levels Melting pot Accepting and embracing diversity |
| Minority/Majority | (Maryland) minority children are the largest group in the state. |
| Period of Silence | ELL student sits quietly in class because they are too embarrassed or scared to speak. |
| Teacher Expectation and Beliefs | All Children Can Learn |
| Emerging literacy/literates | when children are just learning to read and write. |
| Interactive read aloud and characteristics | voice, predictions, ask questions, activate prior knowledge, appropriate speed, show pictures, introduce a topic, new vocabulary |
| Concepts of print | • Understanding print is left to right • Top of page to bottom of page • Front to back • Author and illustrator • Text carries message (not picture) • Difference between a letter, word and sentence. |
| Approximations | beginning steps of emergent reading. Examples: book upside down, invented spelling, scribble writing. |
| Invented spelling | Students are allowed to spell unknown words according to sounds and familiar patterns |
| Emergent writing | Goal is for them to read on their own through practice and experience. |
| Environmental Print | logo graphics (McDonalds, Wendy’s, Toys R Us) |
| Fiction and non-fiction texts and other terms for them | Informational Text - nonfiction, Expository Text A story is called _______ text. (fiction or narrative) |
| Rhyming | large units of sound are easier to manipulate than smaller units of sound. |
| Phonemes/Graphemes | phonemes (sound) graphemes (letters/symbols) |
| Alphabet | important because you cant read unless you know the letters, sounds and names of letter. |
| 3 parts of the brain and how it impacts learning | |
| Phonemic awareness | sounds of languages; auditory; hear and discriminate. (Baby lulling and babbling) |
| Explicit instruction | techniques are teacher-directed and when done “with-in the context of a specific text,” they help prepare students to construct meaning from what they read. |
| Word patterns as in words by analogy | students can process spelling patterns by searching their memory bank for the pattern and producing a pronunciation based on a word they know. |
Created by:
sdorsey2
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