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Phonics Exam1
Phonics Chapters 1-3
| Question | Answer |
|---|---|
| Basal-Reader Approach to Reading Instruction | Most widely used: 75-85% of schools Predetermined skills sequence Unit themes Teachers have guided lesson plans Students have workbooks Teachers can add materials Can relate to other content areas Assessment Tests |
| Literature-Based Approach to Reading Instruction | Highly individualistic - motivates students Requires teacher initiative Small reading-response groups Provides reading or discussion prompts Maintain individual response logs/journals End-of-book activities Informal teacher observations (to assess) |
| Language-Based Approach to Reading Instruction | Student-led Active and authentic learning experiences Teacher-organized Students immersed in language Skills developed: phonics, word analysis, comprehension, vocabulary, written expression, literature, and study skills Informal observations Library |
| Technology-Based Approach to Reading Instruction | Supplementary to other methods Wide variety of software programs for special instruction in word identification, vocabulary, and comprehension development Skill-and-drill games for some students with special needs |
| Influential Teacher | TEACH Teaching: Quality of Instruction Excitement: Personal Characteristics Attitude: Attitude toward Subject Caring: Understanding of Learner Potential Helping: Life Adjustment |
| What were the two materials initially used by the colonists that were brought from England? | The Bible and the Hornbook |
| Who was the settler in Jamestown who played a major role in its eventual success? | John Rolfe |
| What were the requirements placed on education in the colonies after the Deluder Satan Law was passed? | If a town had over 50 families, the town was required to hire a school teacher. |
| What was the main reason children learned to read and write in the 1600s? | To be able to read the Bible |
| The battledore was a progression of what previous invention? | The Hornbook |
| How many sections of alphabet and phonics lessons did the battledore contain? | 3 |
| Who wrote A New Guide to the English Tongue? | Thomas Dilworth |
| What was the more common name given to the American Spelling Book and how did it get this name? | The Blueback Speller, because of its blue cover |
| True or False: The Elocution Era was a time when students memorized things in their reader and recited them to the class | True |
| True or False: The syllabary used numbers instead of letters | False |
| What did the New England Primer use as instructional text? | Structured Sentences |
| Who was president when the land was acquired? | Thomas Jefferson |
| How much did the total come to for the purchase? | 15 million |
| When was the first independent black denomination church formed? | 1816 |
| How many members does the black denomination now have? | 3.5 million |
| True or False: The cotton gin had no effect on the cotton industry in the United States | False |
| True or False: The cotton gin was invented by Eli Whitney? | True |
| _______have had a tremendouse environmental impact, not only because of the electricity that they use directly, but also because of the human activity that they make possible. | Light Bulbs |
| What are the key developments of the American Industrial Revolution? | The expansion of transportation, the effective harnessing of electricity, and improvements to industrial processes |
| True or False: Jim Crow laws mandated racial segregation in all public facilities except restrooms, transportation, and schools | False |
| The McGuffey Eclectic Readers were filled with _______ lessons, including kindness to animals, adherence to Christian principles, good manners, allegiance to country, and consideration of others. | Moral |
| in 1921, "___________" is published as a list of the most common 10,000 words in the English language. | "The Teacher's Word Book" |
| In 1925, New York's Board of Education was the first to pipe lessons to schools through _______. | Radio Stations |
| In 1950, the ____________ was invented to help students who learn language best through repetition and drills. | Language-Lab handset |
| What method in Basal reading did Flesch see as faulty due to a lack of word understanding and comprehension? | Look-say method and sight words |
| True or False: Whole language is a series built on the understanding of children teaching themselves. | True |
| True or False: Today most schools focus on a reading-only learning method. | False |
| In studies of influential teachers by Ruddell and Ker: | high and low achievers perceived their teachers in much the same way |
| According to the NAEP study, what is the relationship between students' interest in reading and their age? | Students read less as they get older |
| The literature-based approach to reading instruction requires strong commitment and knowledge on the part of the teacher because: | it takes much awareness to select materials and instructional activities which are highly individualized, and assessments are based on informal observations made by the teacher |
| An understanding of the relationships between theory and practice is: | Important because we operate on the basis of our assumptions about teaching, learning, and children |
| Mrs. Burke's quality of reading instruction made her influential because: | she engages students in intellectual discovery |
| According to the opening chapter scenario, Joyce probably used what instructional approach to reading? | literature-based |
| Prephonemic Spelling | A spelling pattern typical of kindergartners and many first graders in which letters and letter-like forms are arranged in horizontal lines, indicating awareness that words are made from letters. |
| Children's control over syntactic structures . . . | extends to the elementary school years. |
| The strongest motivating factor in acquiring new vocabulary for young children is driven by . . . | intellectual curiosity, social use of language, and the sound of a word. |
| Some characteristics of invented spelling: | It is systematic, and it is rule-governed. Children do NOT only invent spellings in K & 1st Grade |
| Which sounds do children tend to acquire first? | Vowel sounds |
| How does content reading differ from story reading? | The structure differs |
| What is an example of metacognition? | Self-monitoring as we read |
| Vygotsky would agree that children who can comprehend something meaningful from The Wimmy Wuggen and the Moggy Tor do so because . . . | The interaction and modeling of more competent peers has enabled them to acquire the cuing strategies and language concepts to create meaning from new experiences |
| Emergent Literacy | Consists of early reading and writing processes and behaviors that mark the beginning of the development of standard reading and writing. Understanding this progression is crucial for the teacher to be able to effectively facilitate this development. |
| 6 Expert Reading Competencies | 1. Word Identification 2. Meaning Clues 3. Story Schema 4. Motivation 5. Hypothesizing 6. Comprehension Strategies |
| Expert Reading Competency: Word Identification | move left to right across the page, use knowledge of letter-sound and letter pattern relationships, recognize spelling patterns, capital letters, punctuation, sentence structure, automatic for the most part |
| Expert Reading Competency: Meaning Clues | 2 types: relational meanings ('a' and 'the' - a noun follows, 'ed' and 'ing' - a verb) and sentence context (knowledge of syntax - sentence structure) |
| Expert Reading Competency: Story Schema | The construction of what a story is and how a story narrative is organized |
| Expert Reading Competency: Motivation | Internal - curiosity; external - outside expectations by instructor, peers, parents, etc. Both contribute to the persistence of understanding and meaning |
| Expert Reading Competency: Hypothesizing | By using word, sentence, and story structure, the reader is able to reach meaningful closure and arrive at a conclusion about the story |
| Expert Reading Competency: Comprehension Strategies | Different levels of comprehension processing and thinking (from simple recall to high level inferences); "correctness" is monitored using background knowledge, text meaning, reading objectives, and expected outcome |
| Optimal Conditions for Literacy (I) | 1. Children are immersed in language 2. Children and teachers are actively involved in meaningful demonstrations of language in action 3. Language is used for real-life purposes 4. Children assume responsibility for their own learning |
| Optimal Conditions for Literacy (II) | 5. Adults hold expectations that all children will learn 6. Approximation is encouraged 7. Ongoing feedback is given to the learner |
| Language of Instruction | Direction words Ordering words Color words Geometric shape words instructional directions Feeling and Sensory-based words Group Participation, Attention, and Task Sequencing Directions |
| Skill Sequence for Phonemic Awareness | Identify word unit Identify syllable unit Identify rhyme Identify phoneme |
| Teaching Letter Recognition | 1. Teach the letter names first 2. Use highly motivation activities with rhyme, rhythm, and song - connect names with letters 3. Help children avoid confusing letter names & sounds by teaching letter-sound relationship after solid letter name familiarit |
| Identifying letters - Children look at letter: | orientation, line segments, line curves (individual features of the letter) |
| Criteria for Alphabet Books | colorful, upper and lower case letters, interesting illustrations, develops initial consonant sound Help develop letter-name knowledge Help make connections between letters and sounds |
| Influential Teacher | A teacher at any grade level who has a major impact on a student's academic achievement or personal development |
| Literacy | The knowledge and skills necessary to read and write |
| NAEP | National Assessment of Educational Progress - studies nationwide assessment of students in grades 4, 8, and 12 in reading and content areas |
| Basal Reader Approach | a framework and materials for literacy instruction based on graded readers and a predetermined scope and sequence of skills |
| Literature-Based Approach | a framework and materials for literacy instruction based on exposure to literature with strong emphasis on child-development goals |
| Language-Based Approach | a framework and materials for integrated literacy instruction based on developmentally appropriate, active, authentic learning experiences |
| Hornbook | a wooden board with text protected by a transparent sheet of animal horn |
| New England Primer | the first colonial schoolbook, originally published about 1690 |
| McGuffey Eclectic Readers | a series of graded readers based on vocabulary and moral teachings, originally published in 1836 |
| Dick and Jane Readers | a series of graded readers based on child development and social relevance, originally published in the early 1930s |
| Expert Reader Competencies (definition) | knowledge and processing skills needed for reading fluency and comprehension |
| Meaning Clues | relational and contextual clues to the meaning of the text |
| Story Schema | concept of what a story is and how a story narrative is organized |
| Phonological System | units of sounds produced in a language |
| Grammar | language factors such as rules of language, consistent use of word forms and structures |
| Syntax | sentence structures and patterns |
| Telegraphic Speech | a syntactic pattern in early oral language development in which pivot and remainder words are used to convey meaning |
| Syntactical Control | development of complexity in sentence construction and use |
| Invented Spelling | spelling in which children systematically apply their own spelling rules for the purpose of connecting speech to print |
| Phonemic Spelling | spelling in which letters and letter-like forms appear in short consonant strings |
| Letter-Name Spelling | spelling in which letters' names represent sounds |
| Transitional Spelling | spelling close to conventional spelling but less fluent; long and short vowel sounds represented correctly |
| Derivational Spelling | Spelling close to conventional spelling but less sophisticated; rule-governed spelling patterns for vowel marking and consonant doubling |
| Word Identification Skills | Procedures for deciphering decoding printed words into oral utterances |
| Phonics | a word identification skill based on letter-sound and letter pattern/sound pattern relationships |
| Phonemes | discrete units of sound |
| Phonemic Segmentation | the process of separating the units of sound, or phonemes, in spoken words; an important prerequisite for matching specific phonemes with specific letters in printed forms |
| Metacognitive Awareness | awareness and control of thought processes; the ability to systematically apply strategies and monitor comprehension |
| Expository Text | text, often found in content areas, whose organization pattern differs from that of narrative text |
| Internal Motivation | acting on the basis of a self-selected purpose or learning objective |
| External Motivation | acting on the basis of a purpose or objective selected by another |
| Language Functions | purposes and uses of literacy abilities |
| Sociocognitive Theory | A theory that social interactions and cognitive development jointly influence language and literacy learning |
| Developmentally Appropriate Practice | matching instruction to children's stages of cognitive development |
| Schema Theory | a theory that knowledge is organized, stored in memory, and used to make sense of the world |
| Cognitive Flexibility | a theory that prior knowledge can be adapted, or used in a novel and creative way, to solve new problems |
| Meaning Negotiation | and interactive process which integrates the background knowledge of the teacher, the student, and the classroom community to reach a shared understanding of a text (or classroom event) |
| Wordless Storybook | a book in which illustrations alone tell a story |
| Picture Storybook | a book in which illustrations and text tell a story that would be incomplete without the pictures |
| Big Book | a giant-sized re-production of a standard-sized storybook |
| Phonemic Awareness | the understanding that spoken words are composed of sounds |
| Onset | in a syllable, the beginning sound, usually an initial consonant |
| Rime | in a syllable, the ending sound, usually a vowel and a consonant |
| Language-Experience Story | a chronological written record of students' language experiences |
| Word Banks | children's collections of written words they have encountered |
| Shared Book Experience | a literature-based strategy for teaching story concepts to groups of students |
| Predictable Books | storybooks that develop a repeating, or predictable, pattern |
| Directed Listening-Thinking Activity | an instructional strategy for developing story sense through predictions and inferences |
| Assessment | Evaluating students' progress as a guide to instructional planning |
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zagabeenie
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