Curriculum And Instruction Flashcards
1
Q
What is self-directed learning?
A
Environment where students are given a sense of agency that enhances self-motivation, feelings of ownership and responsibility for their own learning
2
Q
Lecturer
A
Teacher role in student learning where the teacher delivers direct instruction to students
3
Q
Facilitators
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Teacher role in student learning teachers guide students in learning while offering support, scaffolding and assistance when necessary. Effective in active and open, ended learning situations where students explore practice and engage in creative problem solving
4
Q
Active learners
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Students participate and interact throughout the learning process
5
Q
Group participants
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Students build upon one another’s skills, abilities, and experiences to solve problems, explore new information and understand new perspectives to enhance overall learning experience
6
Q
Howard Gardener’s Theory of Multiple Intelligences
A
Every student learns differently and has unique needs; visual spatial, linguistic, musical, naturalistic, interpersonal, intrapersonal, logical-mathematical, bodily-kinesthetic
7
Q
Visual / Spatial
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Prefer visual representations, able to visualize with the mind’s eye, excels in activities incorporating drawing, building, creative expression, and manipulatives
8
Q
Logical-Mathematical Learners
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Prefer activities that require order, analysis, and problem-solving using logical reasoning. Excels in solving math equations, conducting science experiments, puzzles and analyzing data
9
Q
Verbal-Linguistic
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Prefers learning through reading, writing, speaking and listening. Skilled in acquiring foreign languages. Excels in activities that incorporate discussion, debate, oral presentations and written assignments
10
Q
Bodily-Kinesthetic Learners
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Prefer hands-on learning experiences that involve movement and physical and interaction with the learning environment. Excels in activities that involve sports, dance, building, and hands-on projects
11
Q
Interpersonal Learners
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Prefers learning opportunities that involve communicating and collaborating with others. Excels in partner, small group, and whole-group learning activities.
12
Q
Intrapersonal Learners
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Prefer to learn and work independently. Usually possess a strong sense of self-awareness. Excels in activities that allow for independent, self-paced learning and self-reflection
13
Q
Musical Learners
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Learn best when music is incorporated into instruction. Prefers using songs, mnemonic devices and rhythms to learn concepts and retain information
14
Q
Naturalistic Learners
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Learns best when opportunities to connect with nature are incorporated into instruction. Prefer activities such as nature walks, identifying and classifying elements of nature and working outside
15
Q
Characteristics of Auditory Learners
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Easily gather and process information through listening; enjoy speaking may participate frequently in class discussion; read alouds, discussions, lectures, audio books benefit these learners
16
Q
Characteristics of Visual Learners
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Easily gather and process information by observing; benefit from seeing written words, photographs, models or any visual presentation of information; provide graphic organizers, use real life pictures and objects to teach new concepts
17
Q
Characteristics of tactile learners
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Prefer learning through physical touch; benefit from frequent opportunities to feel and manipulate items during instruction; trace cards, textured materials, letter tiles
18
Q
Characteristics of Kinesthetic Learners
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Learn best by doing; benefit from watching people model how to do things and being given opportunities to do things themselves and opportunities to be active within the classroom; incorporating active ways for students to learn and practice new concepts like a science experiment or human number lines
19
Q
Rapid word identification
A
The quick, effortless and accurate recognition of individual words when reading; use phonics skills and semantic and syntactic clues to automatically read words
20
Q
High-Frequency Sight Words
A
Most commonly appearing words found in print
21
Q
Onset
A
Composed of the initial consonants or consonant blends in syllables
22
Q
Rimes
A
Consist of the vowels and remaining consonants that follow
23
Q
Phonemic awareness
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Most advanced phonological awareness skill; focused on the ability to identify and manipulate sounds at the phoneme level only
24
Q
Phonemes
A
The smallest unit of speech
25
Phoneme Isolation
The ability to identify specific phonemes in spoken word; identifying beginning, middle, and end sounds
26
Phonological Awareness
Refers to the ability to identify and manipulate sounds in spoken language; identifying and manipulating sounds at the word, syllable or phoneme level
27
Phoneme Identification
Identifying common sound in a list of words that have either the same beginning, middle, or ending sound
28
Phoneme Characterization
Students are given a set of words in which all but one have the same beginning, middle, or end phoneme and they must identify the word that doesn’t belong
29
Blending
More complex skill; students are given the phonemes that make up a word in isolation then identify the whole word formed by putting the phonemes together
30
Segmentation
Students are given a whole word and must identify the individual phonemes that make up the word
31
Phoneme Deletion
Involves removing one phoneme from a word and identifying what new word was formed
32
Phoneme Substitution
Involves changing one phoneme in a word and identifying what new word was formed
33
Elkonin Boxes
Tool used to teach phoneme blending and segmentation, a series of connected boxes on paper each box represents one sound in a word
34
Phonics
The relationship between letters and the sounds they make
35
Encoding
When students use knowledge of letter-sound relationships to write words
36
Fluency
Reading accurately with appropriate speed and intonation
37
Decoding
The process of translating print to speech which is done by translating graphemes into phonemes
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Graphemes
Letters or groups of letters that represent a single sound
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Closed Syllables
End in a consent and usually have a short vowel
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Open Syllables
End in a vowel and usually have a long vowel sound
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R-Controlled Vowel Syllables
1 vowel letter followed by the consonant r, the r changes the sound the vowel makes
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Vowel Digraph Pairs
Two or more vowel letters next to each other in a word that make one vowel sound
43
Vowel-Consonant Silent-e Syllables
One vowel letter followed by a consonant and a final silent e; usually has a long vowel sound
44
Consonant-le Syllables
One consonant followed by -le at the end of a consonant
45
Consonant blend
Group of two or three consonants that blend together to make a sound, but each individual letter sound is still heard
46
Consonant Digraph
Group of two consonants that form a new consonant sound when combined
47
Explicit Instruction
Lessons are purposely planned to address specific skills rather than waiting until problems arise
48
Systematic Instruction
The lessons follow a carefully planned scope and sequence with phonics lesson progressing from basic to advanced
49
Implicit Instruction
Progresses from whole unknown words encountered in text to part breaking down the words in order to decode them
50
Alphabetic principle
Each letter makes a predictable sound
51
Concepts of print
Conventions used to convey meaning in printed text
52
Homographs
Words that are spelled the same but may be pronounced differently and have different meanings (ex. Bat - baseball bat and the animal)
53
Compound Words
Formed by combining two or more words to form one word with a new, unique meaning
54
Definition Clue
A definition for the unfamiliar word is provided somewhere within the same sentence
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Antonym Clue
An antonym or contrasting definition of the unfamiliar word is provided somewhere within the same sentence
56
Synonym Clue
A synonym for the unfamiliar word is provided somewhere within the same sentence
57
Inference Clues
The unknown word’s meaning is not explicitly given and the reader must infer it from the context of the sentence
58
Affixes
Letters or groups of letters that are added to root words
59
Prefix
A letter or group of letters added to the beginning of a root word; it modifies the existing word’s meaning and a new word is formed
60
Suffix
A letter or group of letters added to the end of a root word; sometimes changes the meaning of the root word and forms a new word; may also change the part of speech of the word
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Derivational Affixes
Letters or groups of letters added to root words to change the meanings of the words or parts of speech
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Inflectional Affixes
Do not change the part of speech of a word but they do serve a grammatical function
63
Emergent Reading
First stage of reading development; stage in which readers develop pre-reading behaviors and begin understanding concepts of print
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Early Reading Stage
The second stage of reading development; begin to use combination of reading strategies cueing systems to decode and comprehend simple texts
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Transitional Reading
Third stage of reading development; readers use a wide range of reading strategies to support comprehension of more complex texts; rapid word recognition and combined use of strategies allows for increased pace
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Fluent Reading
Fourth and final stage of reading development; readers confidently rad and comprehend a wide range of complex texts independently
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Characteristics of Emergent Stage of Reading
-begin interacting with the text without actually reading
-learn concepts of print like how to hold books, turn pages
-begin to identify capital and lowercase letters
-understand predictable relationships between letters and sounds
-develop phonemic awareness skills like blending, segmenting, and manipulating phonemes
68
Texts Designed for Emergent Readers
Pictures or illustrations that strongly support text; limited amount of text on each page; repetitive words and phrases; several high-frequency and easily decodable words; simple sentence structure
69
Characteristics of Early Reading Stage
Readers increasingly use strategies to figure out unknown words and make meaning from texts; begin to self-monitor and self-correct; expand their vocabularies; automatic recognition of high-frequency words; continue developing reading comprehension strategies
70
Characteristics of Texts for Early Readers
Contain more print than for emergent readers; longer sentences, more sentences per page, more pages per book; complex and varied sentence structure; more complex and content-specific vocabulary; multiple spelling patterns are used
71
Characteristics of Transitional Stage
Able to engage in sustained, quiet reading for extended periods of time; able to read and comprehend longer more advanced texts; automatically identify large number of high-frequency words; knowledge of complex spelling patterns; can decode multisyllabic words; increased fluency and reading rates
72
Characteristics of Texts for Transitional Stage
Both fiction and nonfiction covering a wide range of genres; beginning chapter and challenging picture books; multiple text structure include features like graphs, charts, photographs, sidebars etc.; challenging and unknown vocabulary words
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Characteristics of Fluent Stage
Read complex texts both quickly and accurately; read with appropriate expression; efficiently use multiple strategies to determine unknown words like cueing systems, context clues and substitutions; comprehend wide range of complex fiction and nonfiction texts; understand content-specific and technical vocabulary words; use high-level thinking skills
74
Characteristics of Texts for Fluent Readers
Complex, varied and sometimes abstract; may use flashbacks or weave back and forth while comparing and contrasting two things; fictional texts contain highly developed plots and character development; descriptive and figurative language; multiple themes or layers that require deep analysis
75
Characteristics of Preliterate Stage of Writing Development
Scribbling random places that do not proceed in any consistent direction; hold writing utensils with their fists; eventually strings of pretend letter-like symbols are used; no evidence of letter-sound relationships
76
Characteristics of Emergent Stage of Writing Development
Begin to form letters correctly; write using all capitals; begin spelling some words correctly; write with left to right directionality; begin using spacing to separate words; begin to use common punctuation marks to split writing into sentence though skill still developing; writing pieces typically short
77
Characteristics of Transitional Stage of Writing Development
Begin using a mixture of capital and lower case letters appropriately; correctly use several different punctuation marks; broader vocabulary than emergent stage; automatically spell many high-frequency words; more available energy to focus on writing development; developing story elements and descriptive details; reread and edit their work
78
Characteristics of Fluent Stage of Writing Development
Spell most words correctly and use capitalization and punctuation marks conventionally throughout their writing; edit and evaluate their own writing; provide constructive feedback to others; focus more on writing craft like using descriptive language and developing story elements; writing may span several pages; use multiple strategies to plan writing
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Pre-Phonetic Stage of Spelling Development
Students spell using random letters and number strings; no letter sound relationships evident in words
80
Semi-Phonetic Stage of Spelling Development
Some letter sound relationships are used to spell words; typically learn to correctly spell beginning and ending sounds in words first followed by medial sounds
81
Phonetic Stage of Spelling Development
Some simple words begin to be spelled correctly (CVC); some more complex sounds are accurately represented like some blends and digraphs
82
Transitional (Word Extension Stage) of Spelling Development
Learn to use syllable patterns to spell more complex words; most words are spelled correctly in this stage
83
Derivational Constancy Stage of Spelling Development
Use knowledge of roots and affixes to spell related words; most or all words in writing pieces are spelled correctly
84
Orthography
The conventional spellings of words in a language
85
Alphabet Layer of Orthography
Layer of orthography students can explore during word work; refers to letter-sound relationships
86
Pattern Layer of Orthography
Layer of orthography students can explore during word work; look for larger patterns that guide the spellings of words
87
Meaning Layer of Orthography
Layer of orthography students can explore during work work; explores the relationships between word meanings and spellings
88
Phonetic Spelling
Common in the early stages of writing development; students consider what sounds they hear when writing words; use knowledge of phonics rules to select letters or groups of letters to represent those sounds; considered a stepping stone to conventional spelling
89
Stages of First Language Acquisition
Cooing stage -> Babbling Stage -> One-Word Stage -> Telegraphic Stage -> Oral Fluency Stage
90
Cooing Stage of Language Development
Until about four to six months of age; commonly make vowel sounds which represent their first attempts at oral language
91
Babbling Stage of Oral Language Development
Four to six months til one year; commonly make repeated consonant-vowel sounds; begin to show expressive patterns they hear in the language around them; repeat sounds that others respond to and reinforce
92
One-Word Stage of Oral Language Development
12 to 24 months of age; begin referring to objects by consistent, one-word names; words may be real or invented; begin to use language to convey meaning to others
93
Telegraphic Stage of Oral Language Development
Ages two to three; string together words to convey meaning; words that convey the most meaning in sentences are often included, articles, conjunctions, and other words are omitted
94
Oral Fluency Stage of Writing Development
Use more complex sentences and begin using sentence structure and syntax appropriately; use language for a variety of purposes
95
Stages of Second Language Acquisition
Preproduction stage -> early production stage -> speech emergence stage -> intermediate proficiency stage -> advanced fluency stage
96
Preproduction Stage of Second Language Acquisition
ELL’s are listening and taking in second language; comprehension is minimal; may not yet speak to others in the second language (silent stage); may communicate with gestures or single words
97
Early Production Stage of Second Language Acquisition
Comprehension is still limited; begin responding using one or two word answers; vocabulary in second language begins to grow
98
Speech Emergence Stage of Second Language Acquisition
Marked by increased comprehension; begin speaking in longer sentences but grammatical errors may be present; vocabulary in second language greatly increases
99
Intermediate Proficiency Stage of Second Language Acquisition
Able to comprehend much of what they hear; speaking in more complex sentences that contain fewer grammatical errors; able to fluently communicate with others in second language for a variety of purposes
100
Advanced Fluency Stage of Second Language Acquisition
Understand academic vocabulary; need little support to participate actively in the classroom; speak with narrative English fluency
101
Phonological Skills
Component of oral language development; skills include ability to recognize and manipulate sounds in spoken words; rhyming and identifying syllables are examples of
102
Syntactic Skills
Component of oral language development; understanding grammatical rules and how to correctly arrange words in the sentences; use simple syntax like combining two words to express needs and wants and over time sentence structure becomes more complex
103
Semantic Skills
Component of oral language development; ability to understand the meanings of words, phrases, sentences and longer texts; vital for comprehension
104
Morphological Skills
Component of oral language development; understanding the meanings of word parts
105
Pragmatics
Component of oral language development; understanding the social rues of language; knowing how to adjust the formality of language depending on the audience and knowing how to respond in certain social situations
106
Reading Comprehension
Understanding what has been read; involves both taking meaning from the text and creating meaning by integrating the text with prior knowledge
107
Literal Comprehension
Understanding the written meaning of a text; basic understanding of the text’s vocabulary, sequence of events, main idea and other features
108
Inferential Comprehension
Deeper level of understanding than literal comprehension; requires inferring what the author meant
109
Evaluative Comprehension
Deeper level of understanding than literal comprehension and goes further than inferential comprehension; requires readers to make judgements and share opinions about what they have read based upon evidence found in the text and prior knowledge
110
Summarization
Refers to providing a concise description of the main idea and key details of a text; helps readers separate important information and vocabulary from unimportant information
111
Denotative meanings
The literal meanings of words
112
Connotative Meanings
Secondary meanings of words and refer to the positive and negative associations that arise from them
113
Aesthetic Reading
Reading for entertainment
114
Efferent Reading
Reading for information; readers select nonfiction texts to learn something new
115
Inferences
Draw conclusions based on facts, prior knowledge, or text evidence rather than explicit statements
116
Metacognition
When readers think about their own thinking; readers are actively engaged while reading and they understand what they have read
117
Compare and Contrast
Text evidence and prior knowledge can be used to identify features that are the same and different between two things
118
Facts
Statements that can be proven to be true
119
Opinions
Statements that cannot be proven true or false; represent people’s judgements or views of something
120
Author’s Craft
An author’s style of writing; includes all the choices an author makes when writing a text such as word choice, text structure, point of view, use of literary elements, message, tone, and more
121
Close Reading
Reading and analyzing a text in a thoughtful manner to develop a deep understanding of its meaning
122
Synthesis
Ability to gather information from multiple sources and combine it to make meaning; requires readers to think critically about which parts of texts hold key information; summarize and put ideas into their own words rather than repeat the texts verbatim
123
Genres of Fiction
-realistic
-historical
-mysteries
-fantasies
-science-fiction
-folktales
124
Realistic Fiction
Stories about events that could happen in real life
125
Historical Fiction
Stories contain realistic characters, settings, and events but they take place in the past often during important times in history
126
Mysteries
Contain crimes or puzzling events that the characters must solve
127
Fantasies
Contain story elements that are unrealistic such as talking animals or magic
128
Science-Fiction
Focus on imagining life with advanced science or technological capabilities and other theorized situations such as existence of extraterrestrial life
129
Folktales
Popular stories that are passed down from generation to generation often by word of mouth; fairy tales are one type of
130
Primary Characters
Fictional story element; central to the conflicts and resolutions of the stories
131
Secondary Characters
Play smaller roles in the plot
132
Settings
Fictional story element; both the times in history and the geographical locations where the stories occur
133
Conflicts
Fictional story element; usually introduced early in the stories to hook readers and encourage them to continue reading
134
Plots
Fictional story element; contain the main events of the stories, when the characters work to resolve problems
135
Solution
Fictional story element; contain the resolutions to the problems, which typically occur towards the end of stories
136
Themes
Fictional story element; underlying messages the authors are trying to convey to readers
137
Protagonist
The main characters in fictional stories that readers can relate to and want to succeed; complex characters with both positive and negative traits
138
Antagonist
Characters who stand in the way of protagonists accomplishing their goals
139
Flat Characters
Do not change over time; actions and personalities are consistent throughout the stories; aka static characters
140
Dynamic Characters
Change over time, usually as a result of experiencing the events in the narrative
141
Verse
Single line of poetry
142
Stanza
Verses grouped together
143
Rhythm
Developed from patterns of stressed and unstressed syllables
144
Meter
A poem’s rhythmic structure
145
Rhyme
Occurs when words end with the same sounds; often found at the ends of verses
146
Academic Language
Language used in textbooks, class discussions, texts, and other school-related situations; includes both vocabulary and syntax that differs from social language
147
Types of Informational Texts
Literary nonfiction, expository, persuasive, procedural
148
Literary Nonfiction
Contain true information about topics that are presented using structures similar to fictional texts; include clear beginnings and endings; ex. Biographies or memoirs
149
Expository Text
Written to explain things using facts; contain headings, tables of contents, glossaries, charts, graphs, and similar features; ex. Science book
150
Persuasive Texts
Written to influence readers; contain evidence to support the author’s claims
151
Procedural Texts
Provide step-by-step directions for how to complete tasks
