Introduction to EDUC210
Introduction to EDUC210 EDUC210
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This 3 page Class Notes was uploaded by Erika Marini on Wednesday February 24, 2016. The Class Notes belongs to EDUC210 at University of Delaware taught by Professor Adrian Pasquarella in Spring 2016. Since its upload, it has received 8 views. For similar materials see BEGINNING LITERACY INSTRUCTION in Education and Teacher Studies at University of Delaware.
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Date Created: 02/24/16
EDUC210 02/10/2016 ▯ 2 major themes Why is literacy important? o So we can communicate with each other o Future career occupational and job skill training o Self-esteem (low) academic self concept causes you to engage and persistence in difficult situations o Preparing the next generation/children Based off of mother’s education** What skills do children need to read? o Comprehension Sounds of the letters Memory Long term Retention Recall Short term/working memory Decoding/ Word Recognition Letter knowledge Sight words Blend them together understand mapping Goal at young age is to make them fast decoders (automaticity) Vocabulary Meaning of the words Semantics Morphology Roots Suffixes Syntactic context Genre Study Purpose o The reason you are leaning to teach children to read is so that they can read on their own! o You need to learn something about the different types of books that build literacy during the PK-2nd grade years Outcomes o Long-term A sense of purpose in creating your own classroom library over time with attention to multiculturalism, gender portrayal and genre, A clear sense of the relationship between text features and content and text use in instructions o Short-term Ability to categorize books by their genre (including on test) Association of [articular genres with the specific practices of shared reading, small-group reading, and interactive read aloud Genre o A type of book with distinguishing features. It is possible to have a specific genre of book represented in any one of the formats described previously o Your job is to keel track of distinguishing features of each of the types of books you need to use in instruction Instructional context (KNOW FOR EXAMS) o Interactive read aloud There is only one copy of the book. The teacher has it and read the text, explaining and questioning. Students listen and participate, building knowledge of all types. Interactive read aloud are harder than what children read in shared and guided reading o Shared Reading This is accomplished either with a Big Book or with a classroom selection. Either way, students can see the book. The teacher is sharing the reading with students by having them chime in or read chorally. Students build concepts about print, word recognition, and fluency. o Small Group Reading Differentiated instruction based on kids performance This is a smaller reading group, suing a little book or a trade chapter book. The students are grouped by ability and the teacher sits with them as they read and discuss together. Students build word recognition and fluency ▯ Wordless Books Defining characteristics o no words o a story represented in pictures, with some sequence of events Variations o May be fantasy or realistic fiction Instructional uses o Used for shared “reading” o Used as a writing prompt for older children A format of a book not a genre because you can make it into anything ▯ ▯