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Direct vocabulary instruction is generally shown to result in an increase in both word knowledge and reading comprehension.
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The basic part of a word to which affixes are added.
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Pedagogy Final
| Question | Answer |
|---|---|
| Direct vocabulary instruction is generally shown to result in an increase in both word knowledge and reading comprehension. | Acquiring Vocabulary |
| The basic part of a word to which affixes are added. | Morpheme |
| Is a bound morpheme that is added to words. | Affixes |
| Added at the beginning of words. | Prefixes |
| Added to the end of words | Suffixes |
| Constitute words by themselves and can stand alone | Free morphemes |
| Cant stand alone always parts of words- occur attached to free morphemes. | Bound morphemes |
| Words that have the same or nearly the same meanings. | Synonyms |
| Words that express opposite meanings | Antonyms |
| Words with sound and spelling similarities | Homonyms |
| Words that sound alike but spelled differently. | Homophones |
| Words that are spelled the same but pronounced differently. | Homographs |
| Words that are spelled and pronounced alike. | Homographic homophones |
| Words assume additional meaning when an affix is added or when they're combined with another word. | Multiple meanings |
| Phrases with figurative meaning | Idioms |
| What are some effective word learning strategies | Use context clues Analyze word parts Check a dictionary |
| Are clues to the meaning of a word contained in the text that surrounds it. Best way of teaching this is modeling | Context clues |
| Teaching students how to use information about word parts can be very valuable in promoting vocabulary growth. | Analyzing word parts |
| What are the 4 different kinds of word parts. | Base word Root word Prefixes Suffixes |
| Complete word that can stand alone. This can also be called free morphemes | Base word |
| Cant stand alone, This needs suffixes and prefixes to create a stand alone word. | Root word |
| When affixes are added to the beginning of roots or root words. | Prefixes |
| Is a group of words that are displayed on a wall, bulletin board, chalkboard, or whiteboard in a classroom | Word wall |
| Process of judging, concluding, or reasoning from some given information | Inferencing |
| Students monitor their own thinking and understanding and make actionable decisions about what to do when they don’t understand | Monitor and clarify |
| retelling short parts of the text identify crucial details practice identifying crucial and irrelevant information in the text locate key words and phrases that are meaningful to the summary identify the main idea | Summarizing |
| Process of combining elements from multiple sources and integrating them into a new whole | Synthesizing |
| Forming mental pictures while reading to connect the questions and knowledge in one’s head with what one is reading | Visualizing |
| Using critical thinking to make judgements about what one has read and about one’s own reading ability. | Evaluating |
| Modeling that is not directly identified or stated | Implicit Modeling |
| • Directly showing and talking with students about what is being modeled using a think-aloud process | Explicit Modeling |
| Contains only one independent clause | Simple Sentences |
| Contains more than one independent clause | Compound Sentences |
| Contains an independent and dependent clause | Complex Sentence |
| Two or more independent clause and one or more dependent clause | Compound-complex sentence |
| Statement | Declarative |
| Ask questions | Interrogative |
| Issues commands | Imperative |
| Communicates strong emotions or surprise | Expository |
| is used to connect independent clauses. It shows a closer relationship between the clauses than a period would show. | Semi-colon |
| The first is after a word introducing a quotation, an explanation, an example, or a series. | Colon |
| Used to separate words into statements. | Dash |
| is used to show a separation of ideas or elements within the structure of a sentence. | Comma |
| Used to join two or more words together into a compound term and is not separated by spaces | Hyphen |
| Used to contain words that need a further explanation or are considered a group. | Brackets and Parentheses |
| (Three dots) indicates that part of the text has been intentionally been left out. | Ellipsis |
| apostrophe is used as a substitute for a missing letter or letters in a word (as in the contraction cannot = can’t), to show the possessive case (Jane’s room), and in the plural of letters, some numbers and abbreviations | Apostrophe |
| Uses scribbles, letters, letter-like forms, numbers Shows no understanding of phoneme/grapheme relationships (letter/sound) Shows a preference for upper case letters | Emergent Spelling |
| Spell in a linear, sound-by-sound fashion, just as they read Initially in this stage, spell using beginning and ending sounds. During the middle of this stage, students begin to use vowels. | Letter-name |
| Students begin to recognize patterns and chunks to decode unfamiliar words. | Within-word Pattern |
| The focus in this stage is on syllables and the spellings used where two syllables join together | Syllables and affixes |
| Students explore the relationship between spelling and meaning and they learn that words with related meanings are often related in spelling despite changes in vowel and consonant sounds (e.g., wise – wisdom; sign – signal) | Derivational Relations |
| Distinguish among sounds | discriminative listening |
| listen for pleasure or enjoyment | Aesthetic listening |
| listen to understand/learn something | efferent listening |
| evaluate messages | critical listening |
| 3 Strategies that students can use for aesthetic listening | Predicating Visualizing Connecting |
| Most important strategy for critical listening is evaluating because students need to judge the message. Teaching strategy –view commercials to examine propaganda devices and persuasive language | Critical Listening |
| Communicating ideas through oral language. Children begin to learn oral language skills naturally. Formal and informal speaking is critical to the learning process. | Speaking |
| A strategy for accessing prior knowledge by previewing the text to be read and making predictions about it. | Preview and predict |
| The 5 Types of Reading | Read aloud Shared reading Guided reading Cooperative/Partner/Buddy reading Independent reading |
| Students follow along as the teacher reads the selection aloud K-1 teachers often use big books – children sit near the big book, listen, and read refrains and other familiar words. Later, they reread the book using choral reading. | Shared reading |
| Teachers read with small groups of students on the same level Texts should be written at the students’ instructional level | Guided reading |
| Students read or reread a selection with a classmate Social experience Help each other Students must take turns reading aloud or may read in unison | Cooperative/Buddy/Partner Reading |
| Students read silently by themselves at their own pace | Independent reading |
| Readers respond to reading in order to deepen their comprehension Write in response journals | Responding |
| Reread the selection using a different mode/type of reading May read to parents | Exploring |
| Continue to build on reading experience with a project Can involve each of the 6 language arts, including research | Applying |
| What makes a strong reader | Fluency, phonics, vocabulary, phonemic awareness, comprehension, critical thinking. |
| Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more. Graphic organizersTransition words and sentence startersAllow more time | Differentiation Strategies for Writing |
| Strategies for Differentiating Product | Tiered Products Tic-Tac-Toe /Choice Boards Learning Menus R. A. F. T. S |
| Tiered Activities Learning Centers/Stations Interactive Journals Graphic Organizers Jigsaw Activities Manipulatives/Technology | Strategies for Differentiating Process |
| Providing a variety of materialsProvide options for perceptionProvide options for comprehensionTiered Content CompactingScaffoldingPresentation StylesMini Lessons | Strategies for Differentiating Content |
| Repetitive sound produced by consonants in the middle or end of words in a phrase/sentence. | Consonance |
| Words that are used to represent particular sounds. | Onomatopoeia |
| The repeating of a particular sound devise to create an effect. | Repetition |
| Poets use words that appeal to the reader’s senses of sight, sound, touch, taste, and smell. | Imagery |
| Creates pictures by making comparisons | Figurative Language |
| A comparison using like or as. | Simile |
| Describes one thing as if it were another. | Metaphor |
| Gives human characteristics to something nonhuman. | Personification |
| When an author or poet refers to a famous person, place or thing in history. | Allusion |
| The feelings the author’s word choices give the poem. | Mood/tone |
| a poem is its central or main idea. | Theme |
| Three-line stanza with a 5/7/5 syllable count. The first line has 5 syllables, the second line has 7 syllables, and the third line has 5 syllables. | Haiku |
| Least defined Lacks a consistent rhyme scheme | Free verse |
| 14 line poem, typically (but not exclusively) concerning the topic of love. | Sonnet |
| Poem where certain letters in each line spell out a word or phrase. | Acrostic |
| A five line poem that consists of a single stanza, an AABBA rhyme scheme. | Limerick |
| is a tribute to its subject, although the subject need not be dead. | Ode |
| Written in mourning following a death… | Elegy |
| Five line poem Particularly vivid in their imagery | Cinquain |
| The repetition of consonant sounds at the beginnings of words. | Alliteration |
| Organizing Summarizing Getting clues from the speaker Monitoring | Efferent listening Strategies |
| Most important stagy is evaluating because students need to judge the message. | Critical Listening Strategy |
| view commercials to examine propaganda devices and persuasive language | Teaching Strategy |
| Book talk, grand conversation, coral reading, interactive read alouds, retelling. | Speaking Strategies |
| Focus on three questions (What i know, what i want to learn, and what i learned and still need to learn) | K-W-L |
| text to self, text to text, text to world | Making Connections |
| Understand that writing and drawing are different. • Know that print carries a message. • Assign messages to their scribbles. • Point at their writing and read it. | Stage 1 Scribbling children |
| Become aware of how text should be laid out. • May not understand that the number of written words should be the same as spoken words. | Stage 2 Left to right scribbling |
| Write shapes that look similar to letters. • Create their own symbols with lines, circles, and curves | Stage 3 Writing Letter-Like Forms |
| Use real letters, usually starting with letters in their name. • Often create strings of letters and read them | Stage 4 Writing Actual Letters |
| Spell words based on the letter sounds they know, often creating their own spelling. • May use one letter to represent an entire syllable | Stage 5: Letters for Prominent Phonemes, |
| Helps readers build comprehension, build confidence, and become more motivated to read. | Fluency Importance |
Created by:
karlie2004