Foundations of Literacy Flashcards
(53 cards)
- Introduction
Ellen Stone 801-556-6401
Glassette 661-9595
Canvas https://canyons.instructure.com/courses/832925
Monday Night class is at Silver Mesa Elementary
Missing one class is okay. Won’t loose grade
- Assignments
- Atendance and Participation 25 poitns
- Written Response in class 25 points
- Week Class Discussion online 25 PTS.
- Issues and Perspective 125 PTS
b. history 145pts.
c. Research to practice 100pts
- 1st Class 1
Historical perspectives on reading.
Reading levels 8th grade
Data Dashboard 45% 8th graders below basic
It is never too late to learn.
You have to go back to where the problem is.
- 1st class reading
Reading is not natural
Differences between a cell phone conversation.
Reading Speaking is Natural
Language is hardwired into the brain.
All babies babble the same language.
Human Brains are not evolved to accept language.
14% of Adult population are below now 29%
13% are proficient in college level classes.
Oral language is a foundation skill
- 1st week Vocabulary
Speech sounds phonology Vocabulary Semantics Sentence Structure Syntax Paragraphs and discource structure Overall context for use Discource longer segments Pragmatics use in social context
- Zone of proximal
Zone or proximal development
Written and spoken language are different.
Teach Directly and systematically.
- Types of writing systems
Logographic symbols direct meaning Syllabic Vowels Alphabetic using alphabet Transparent: clear phonic system English is a deep language.
- What the brain does when it reads
Eye movements
4 parts processing model
Reiner and Polatzic
- Vocabulary for reading
Fixation stopping to process text
Saccades eye jumps ahead
Foveal View what your eye sees.
- Fixation
Background
Fixations last 1/4 second 5-7 characters
Vocabulary is huge in the background of students and learning.
- What do proficient readers do as they read?
Scan print effortlessly Extract meaning Make connections Sounds syllables Adapts when something is not clear Schema or mental model
- Two domains and five essential components
Printed Word recognition Language Comprehension
Phoneme awareness smallest unit of sound
Phonics
Fluency
Vocabulary
Reading Comprehension
Now writting oral language and listenning
- Areas of the brain
Speech sound awareness
Language Comprehension Context
Sound Symbol Angular gyrus
Letter and letter patter recognition
- Four part processing
Phonological processor Listening Speaking
Orthographic read write phonics is bridge
Meaning Processor
Context Processor
- Cognitive percentages
Beginners use more brain power to decode. As fluency increases it passes these areas more.
Longitudinal studies back up the percent of effort shows.
Cognitive space is limited.
- Stages of Reading Devlopement Chall
Chall Theory Prereading Initial Early later phonetic Confirmation and fluency Reading to learn Multiple points of view Construction reconstruction
- Ehri’s Phases of word-reading development
Incidental
Letter Phoneme
Sight word phoneme phoneme
Fluency 120 CWPM
- Scarborough’s Rope Model
Background Knowledge Vocabulary Language Structure Verbal Reasoning Literacy Knowledge Phonological Awareness Decoding Sight Recognition
- 2nd Week Review
Phonemic Awareness issues and Perspectives.
You are presenting next week 12 to 15 minutes.
meaning
Review the big points from last week.
Discussion adopting a new reading programs. Reading Street in elementary.
Fidelity
- What we have learned.
Spending 5 minutes a day on phonemic awareness. National reading panel.
Scientifically based programs replicatable, implement, control group, broadly applied.
- Group presentation
Going through the big five per the put reading first.
- Phonemic Awareness
Phonemic awareness is
• the ability to hear, identify, and manipulate individual sounds—phonemes— in spoken words.
Phonemic awareness is important because
• it improves children’s word reading and reading comprehension.
• it helps children learn to spell.
Phonemic awareness can be developed through a number of activities, including asking children to
• identify phonemes,
• categorize phonemes,
• blend phonemes to form words,
• segment words into phonemes,
• delete or add phonemes to form new words, and
• substitute phenomes to make new words.
Phonemic awareness instruction is most effective
• when children are taught to manipulate phonemes by using the letters of
the alphabet.
• when instruction focuses on only one or two rather than several types of
phoneme manipulation.
- Phonics
Phonics instruction
• helps children learn the relationships between the letters of written language and the sounds of spoken language.
Phonics instruction is important because
• it leads to an understanding of the alphabetic principle—the systematic and predictable relationships between written letters and spoken sounds.
Programs of phonics instruction are effective when they are
• systematic—the plan of instruction includes a carefully selected set of
letter-sound relationships that are organized into a logical sequence.
• explicit—the programs provide teachers with precise directions for the
teaching of these relationships.
Effective phonics programs provide
• ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories.
Systematic and explicit phonics instruction
• significantly improves children’s word recognition, spelling, and reading comprehension.
• is most effective when it begins in kindergarten or first grade.
- Fluency
Fluency is
• the ability to read a text accurately and quickly.
Fluency is important because
• it frees students to understand what they read.
Reading fluency can be developed
• by modeling fluent reading by having students engage in repeated oral reading.
Monitoring student progress in reading fluency
• is useful in evaluating instruction, and setting instructional goals can be motivating to students.
