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Online Resources:
Emergent Literacy
http://www.fcrr.org/science/pdf/Phillips/powerpoint/EmergentLiteracy.ppt
Bloom’s Taxonomy
http://www.nwlink.com/~donclark/hrd/bloom.html
Vocabulary Charts:
Online Resources:
Emergent Literacy
http://www.fcrr.org/science/pdf/Phillips/powerpoint/EmergentLiteracy.ppt
Bloom’s Taxonomy
http://www.nwlink.com/~donclark/hrd/bloom.html
VOCABULARY CHARTS FOR LANGUAGE ARTS & READING
Knowledge of emergent literacy
What is Emergent Literacy?
Emergent literacy involves the skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing (Whitehurst & Lonigan, 1998)
The five stages of literacy:
i. Emergent Literacy
ii. Beginning Reading
iii. Building Fluency
iv. Comprehension - Reading to Learn and for Pleasure
v. Mature Reader
1. Identify the content of emergent literacy (e.g., oral language development, phonological awareness, alphabet knowledge, decoding, concepts of print, motivation, text structures, written language development).
Emergent Literacy – Grades Pre-k, Kindergarten First Grade
Phonemic Awareness and Print Awareness
Exposure to the basic concepts of reading and print:
a book has a front, a back and a cover.
read the words in the book, not the pictures.
print goes from left to right and from top to bottom.
language is made out of words.
words are made out of sounds.
sounds can be matched with letters.
there is a limited set of letters and the letters have names
- other parts of print have names, too, such as sentence, word, letter, beginning and end.
Fundamental concepts and operations at the emergent level:
Concept of Word:
Speech-to-print matching:
Making learning fun with poetry or catchy phrases to help students memorize the words that will assist them when they read the printed version, pointing to each word as they go.
Speech-to-print matching:
Requires student to understand that language comes in units of words and those units correspond to letters on a page.
Phonological Awareness:
Breaking down a word into its component sounds or phonemes.
Inability to break down individual sound units will result in student not being able to sound out the word when they try to read it.
Practicing letter-to-sound correspondences results in better word recognition and recollection.
Alphabet Recognition:
Knowledge of the letters of the alphabet
Link alphabet to listening and retelling activities
Emergent Storybook Reading:
Verbal method of pointing to pictures and naming them rather than the print as the primary conveyor of meaning in text.
Children can begin to tell a little story about each picture separately when prompted.
Student recognizes that the same book tells always tell the same story. The more often the story is read with the child, the more the child will be able to match the spoken words with the written ones.
Early Writing/Invented Spelling:
Discovering the relationships between letters and phonemes Perceptual learning moves from whole to part.
Graphic principles related to writing as a whole before they master individual letters.
Scribbling and pretend writing to assist student learn to form and recognize letters.
Teachers need to capitalize on this discovery process and provide daily opportunities for children to write and invent spellings.
Beginning Reading – Grade 1
Beginning to learn individual words and acquiring a sight vocabulary
Recognize words in different contexts.
Phonics instruction begins in stages:
Glance and guess (guessing what makes sense to the child)
Sophisticated guessing (focusing on an initial letter or final letter)
Simple phoneme-grapheme correspondences (letter sound correspondences)
Recognition by analogy (in larger patterns, sight, night, fright, etc.)
Word recognition (looking for smaller parts within words)
Building Fluency - Grades 2-3
Recognize many words automatically
Understanding what is read
Begin to read rapidly, accurately, and with expression
Early comprehension develop
Comprehension - Reading to Learn and for Pleasure – Grades 3 and up
Reading to learn
Reading for pleasure
Comprehension increases
Fluency and comprehension result in active reading practices
v. Mature Reader – Grades 6 and up
Reading from a variety of sources
Appreciation of author's style
Critical reading skills emerge
2. Identify instructional methods for developing emergent literacy.
Read and reread books to children, including big books
Talk about letters and their sounds in the context of the reading
Provide an environment rich with literacy materials and experiences
Play language games
Help children break spoken words into individual sounds
Blend individual sounds into whole words
Provide literacy experiences as part of children’s play activities
Provide, use, and point out environmental print within the classroom
Model one-to-one match by pointing to words while reading
3. Identify common difficulties in emergent literacy development.
Common Difficulties in Emergent Literacy
Deficits in Phonemic Awareness and/or Print Awareness.
Reading picture only, not words
Confusion or not understanding that print goes from left to right and top to bottom
Common Difficulties in Beginning Reading
Unable to read individual words
Unable to acquire a sight vocabulary
Recognize words in different contexts.
Difficulty with simple phoneme-grapheme correspondences
Common Difficulties in Building Fluency
Unable to recognize many words automatically
Struggles to read rapidly, accurately, and with expression
Lacks comprehension skills
Common Difficulties with Comprehension
Poor decoding and encoding skills
4. Identify methods for prevention of and intervention for common emergent literacy difficulties.
Response to Intervention (RtI) is the change in behavior or performance as a function of an intervention (Gresham, 1991).
The response to intervention (RtI) model is a multi-tiered approach to providing services and interventions to students at increasing levels of intensity based on progress monitoring and data analysis.
Prevention and Interventions:
Direct Instruction (DI) Approach
DI is a scientifically-based instructional program which accelerates student learning by carefully controlling the features of curriculum design and instructional delivery. DI lessons include explicit, sequenced instruction provided by the teacher (model), frequent opportunities for students to practice skills (independent practice), and over time (review).
Direction Instruction emphasizes the teaching of phonemic awareness and phonics uses teaching to mastery, whereby the group does not move on until everyone in the group understands the material. (example – Wilson Reading Program)
Phonemic Awareness
Phonemic awareness is the understanding, or insight, that a word is made up of a series of discrete sounds.
Before children can use a knowledge of sound-spelling relationships to decode words, they must understand that words are made up of sounds.
Phonics instruction
Phonics instruction uses sound-spelling relationships and syllable patterns in English. This instruction helps children to decode words that follow predictable sound-spelling relationships and syllable-spelling patterns.
By the age of six, most children already have about 6,000 words in their listening and speaking vocabularies. With phonics, students learn to read and write more words at a faster rate than they would without phonics.
Variety of Strategies
Using knowledge of sound-spelling relationships
Using context clues
Using structural clues and syllabication
Automaticity
Automaticity in decoding words is the word recognition speed at which a student reads with minimal use of a1. Identify the content of emergent literacy (e.g., oral language development, phonological awareness, alphabet knowledge, decoding, concepts of print, motivation, text structures, written language development).
2. Identify instructional methods for developing emergent literacy.
3. Identify common difficulties in emergent literacy development.
4. Identify methods for prevention of and intervention for common emergent literacy difficulties.
Knowledge of Reading
II. Knowledge of reading
1. Identify the processes, skills, and phases of word recognition that lead to effective decoding (e.g., pre-alphabetic, partial alphabetic, full alphabetic, graphophonemic, morphemic, syntactic, semantic).
Pre-alphabetic words are not decoded in an alphabetic sense but as icons, using visual reading cues identifies few phonemes in words
Partial alphabetic letter cues are added to context cues in the decoding of print.
student identifies the names and major sounds of most consonants makes letter-sound associations
Full alphabetic the major sound-symbol relationships for each letter are used systematically
student is able to decode many words letter-by-letter
students can recognize words by sight
Graphophonemic letter-sound correspondence
grapho-phonemic cue is only used to confirm predictions that are made based on semantics and syntax
Morphemic the smallest meaningful unit of speech
Syntactic the conventions and rules for assembling words into meaningful sentences (the structural system of language - grammar)
Semantic the development and changes of the meanings of speech forms. the process by which meaning is derived from symbols, signs, text, words that make sense in the context of the text (the meaning system of language)
2. Identify instructional methods for promoting the development of decoding and encoding skills.
Direct Instruction (DI) Approach (see previous section)
Variety of Strategies:
Using knowledge of sound-spelling relationships
Using context clues
Using structural clues and syllabication.
3. Identify the components of reading fluency (e.g., accuracy, automaticity, rate, prosody).
Accuracy - accurate decoding of words in text
Automaticity - decoding words with minimal use of attentional resources
Rate - number of words per minute
Prosody - the appropriate use of phrasing and expression to
convey meaning.
4. Identify instructional methods (e.g., practice with high-frequency words, timed readings) for developing reading fluency.
Speed Drills - reading lists of words with 1-minute timing.
timed passages
5. Identify instructional methods and strategies to increase vocabulary acquisition (e.g., word analysis, choice of words, context clues, multiple exposures) across the content areas.
word analysis - the process of using the relationships between spelling and pronunciation at the letter, syllable, and word levels to figure out unfamiliar words. (phonics or decoding)
choice of words - the appropriate word or expression
context clues - other words or phrases to help with the understanding of the new word
multiple exposures - thematic instruction
6. Identify instructional methods (e.g., summarizing, monitoring comprehension, question answering, question generating, use of graphic and semantic organizers, recognizing story structure, use of multiple strategy instruction) to facilitate students’ reading comprehension.
Summarizing text read (main idea, details)
monitoring comprehension (portfolios, inventories)
question answering (literal)
question generating (KWL)
use of graphic and semantic organizers (mapping)
recognizing story structure (setting, characters, problem, plot)
use of multiple strategy instruction (Scaffolding - teacher models the desired learning strategy or task, then gradually shifts responsibility to the)
7. Identify essential comprehension skills (e.g., main idea, supporting details and facts, author’s purpose, fact and opinion, point of view, inference, conclusion).
Finding Main Idea
The main idea of a reading passage tells what the passage is mostly about.
Recalling Facts and Details
The facts and details tell more about the main idea.
Understanding Sequence
The order, or sequence, of events or details.
Recognizing Cause and Effect
A cause is something that happens. An effect is something that happens because of the cause.
Comparing and Contrasting
Find how two things are alike or different.
Making Predictions
What you think will happen next.
Finding Word Meaning in Context
Finding the meaning of a word by the way the word is used in the sentence.
Drawing Conclusions and Making Inferences
Surmising or figuring out what the author doesn’t always tell you from what the author has written,
Distinguishing Between Fact and Opinion
A fact is something that is true. An opinion tells how a person feels about something. Facts can be proven. Opinions cannot be proven.
x. Identifying Author’s Purpose
Refers to why the author wrote the passage. (P.I.D.E. - Persuade, Information, Description, Entertain.)
Interpreting Figurative Language
A meaning which is different from it’s usual meaning (ex., idioms)
Summarizing
The main points of a passage.
8. Identify appropriate classroom organizational formats (e.g., literature circles, small groups, individuals, workshops, reading centers, multi-age groups) for specific instructional objectives.
Literature Circles
In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students' response to what they have read.
9. Identify appropriate uses of multiple representations of information (e.g., charts, tables, graphs, pictures, print and nonprint media) for a variety of purposes.
Non-print media
Non-print media includes games, cassettes, videos, compact discs, dvds, pictures, posters, study prints, and slides.
10. Identify strategies for developing critical thinking skills (e.g., analysis, synthesis, evaluation).
Bloom’s Taxonomy includes three domains of educational activities:
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)
Cognitive Domain
The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. The recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.
Category / Example and Key WordsKnowledge: Recall data or information. / Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. / Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. / Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs
Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. / Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning.Gathers information from a department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares, contrasts,diagrams, deconstructs, differentiates, discriminates
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. / Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies
Evaluation: Make judgments about the value of ideas or materials. / Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, supports.
Affective Domain: