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This 8 page Class Notes was uploaded by Alfonso Price on Saturday September 19, 2015. The Class Notes belongs to EDUC210 at University of Delaware taught by JillCompello in Fall. Since its upload, it has received 12 views. For similar materials see /class/207201/educ210-university-of-delaware in Education and Teacher Studies at University of Delaware.
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Date Created: 09/19/15
EDUC 210 Final Exam Content Covered Welcome 210 PowerPointObjectives OverviewNow you should know What are the developmental milestones as kindergarten and first grade children learn to read and spell words How do we recognize them How do we use them to plan instruction How is a reading block structured Ages and Stages Power Point Pete Be able to discuss the markers for each stage and also what a student may be quotusing BUT confusingquot in o Emergent Spelling Stage 0 Early Letter Name Spelling Stage 0 Late Letter Name Spelling Name Stage 0 Within Word Pattern Stage Genre PowerPoint What are the types of literature commonly used in elementary school With what howand why should we read aloud to young children Be able to describe this in interactive and shared reading instructional contexts What are the defining characteristics and instructional uses for ABC and wordless books What are the defining characteristics and instructional uses for predictable books What are the characteristics and instructional uses for rhyming books What are the characteristics and instructional uses of fantasy books What are the defining characteristics and instructional uses for decodable books and leveled readers What are the defining characteristics and instructional uses for traditional tales What are the defining characteristics and instructional uses for realistic fiction What are the defining characteristics and instructional uses for information texts What are the defining characteristics and instructional uses for biographies Know these book format words picture book trade book chapter book big book and little book Is it possible to have any type of genre represented in any one of these formats Describe how you could use narrative and information text in a K or first grade classroom using the gradual release model to teach both a comprehension strategy and vocabulary What graphic organizers would you choose to use and why Phonological Awareness Development PowerPoint Vocab How does phonological awareness develop Describe a task a child could do at each step in the developmental continuum Why do we consider blending and segmenting most important Why is it important to teach phonological awareness ulary fromPut Reading First Phoneme Grapheme Phonics Phonemic Awareness Phonological Awareness Syllable Onset Rime Blending Segmenting What is phonemic awareness How is it different from phonics How is it different from phonological awareness Review your phoneme counting Words Their Way Ch 1 Be able to discuss all questions on guide Syllab 0 le Types Open Closed Vce R controlled vowel team Cle Emergent Literacy Instruction PowerPoint Be able to identify who emergent readers are Why do we read to emergent readers How do we use interactive and dialogic reading to read to emergent students What extensions do we use Terms to know CROWD questions retellings concept sorts Why do we read with emergent readers How do we use shared reading with students Be able to describe why you use shared reading and the materials you would use Why do we teach children fingerpoint reading What materials would you use to teach finger point reading and how would you teach it to children Terms to know concepts ofprint and concepts ofword Why do we writewith emergentstudents Be able to describe how we do it Should we be writing with students before they know their letters Why Be able to describe how and why we do word study with emergent students What materials would you use How and why would you implement concept sorting language play and initial sound sorting with emergent students What does research tell us about the importance of alphabet knowledge How would you build alphabet knowledge for emergent readers using environmental print alphabet songs letter names and sounds What progression of activities would you follow and why What type of materials might you use How does alphabet knowledge develop How and why do we talk with emergent students How does the Hart ampRisley 1995 study remind us of the critical need to work on decreasing the language gap What is the quotMatthew Effect and how does it support the findings of the Hart ampRisley study WTW Ch 4Be able to discuss reading guide questions DRI Ch 3 Be able to discuss reading guide questions Dialogic Reading articleKnow and describe dialogic readingand why it is a research based best practice Be able to define CROWD questions and understand the PEER sequence Word Recognition Development PowerPoint What is word recognition How do readers become automatic at it What 3 things does it require Phonological awareness develops from words to syllables to sounds Decoding and spelling develops from individual sounds to specific vowel patterns to syllable types With this in mind describe how single syllable word recognition develops Give examples ofwhat a child in each stage of this development can do while reading Reading is easier than spelling A child can read any word they can spell but may not be able to spell any word they can read Why o How are letter name spellers characterized Give some examples Why are short vowels hard to spell o What is the sequence of development for a within word pattern speller 0 When spelling gets hard homophonesplaneplaineasy to readharder to spell Must move into patterns and when words get longer must teach children to recognize syllable types 0 Terms to know blends digraphs diphthongs prefixes suffixes and how to use to divide words into syllablescompound words doubling principle 0 Howdoes phonemic awareness make phonics easier to learn and use 0 How do we use syllable types to recognize words 0 What does it mean to move from sound to pattern 0 What is the difference is between a digraph and a diphthong o WTW Ch 5 Be able to discuss reading guide questions Beginning Literacy Instruction PPT 0 Be able to identify who beginning readers are What do beginning readers already know 0 Read To Why do we read to Beginning readers 0 How do we use interactiveread alouds to read to beginning readers 0 Discuss the before during and after structure of the interactive readaloud and how this helps students meet objectives 0 How do we target vocabulary instruction 0 How do we select comprehension strategies 0 What types of books should be used for interactive read alouds 0 Discuss the extensions that are used after reading and why we use them 0 Read with Why do we read with beginning readers 0 How do we use shared reading grade level with students 0 Be able to describe why you use grade level shared reading and the materials you would use 0 Why do we use guided reading to read with students on their instructional level 0 Describe how you would implement this and what materials you would use 0 What 3 strategies would you employ during shared and guided reading 0 Write With Beginning readers are either late letter name spellers or within word pattern spellers What does that mean in terms ofwriting with them and writing on their own 0 Word Study The most important part of the literacy diet for beginning readers is word study You can use a spelling inventory to identify needs use WTW to plan sorts 0 You can also use the same strategy for phonics instruction using a developmental phonics inventory to identify needs then direct instruction Components of word studyterms and procedures to knowW0rd sorting HF word instruction sounding and blending decoding by analogyyou ve seen videos of all these Tier 2 activities Vo Do you know 0 How shared reading and guided reading for beginning reading is DIFFERENT FROM shared reading and fingerpoint reading for emergent readers o How read alouds can build vocab and comprehension for beginning readers 0 How to do a word sort 0 How you teach high frequency words o How to engage beginning readers in reading decodable text cabulary from Put Reading First What is the goal of phonics instruction What is the alphabetic principle Can you describe the following approaches to phonics instruction Synthetic phonics Analytic phonics Analogybased phonics Phonics through spelling Embedded phonics Onsetrime phonics WTW Ch 2Be able to discuss reading guide questions PSIknow how to score and when to begin instruction What kind of test is the PSI What information does it give the teacher What do you do with the information What can you do with results if you administer the PSI or ESI to your whole class Modeling Comprehension PowerPoint According to the NRP2 000 what are the 4 strongest approaches for the development of comprehension in the classroom How does a teacher build comprehension and vocabulary using an interactive read aloud In building a student s comprehension explain the actions a teacher takes before reading during reading and after reading and why building prior knowledge is critical What is the definition of comprehension strategies according to Walpole McKenna ampPhilliappakos 2011 How do we teach these approaches with the gradual release model What is text structure in narrative text Why is it important How do we teach it What is text structure in information text Why is it important How do we teach it DRI Ch 6Be able to discuss reading guide questions DRI Ch 7Be able to discuss reading guide questions a Model Lessons Be familiar with the format and how it is used to teach a lesson using the gradual release model a comprehension strategy Tier 2 vocabulary why the graphic organizer is used and the how the questions support the strategy Interactive Read Alouds amp Vocabulary Instruction PowerPoint Why do we teach comprehension strategies to students before they can read How do we use the gradual release model during interactive read louds during shared reading and during guided reading How do we learn vocabulary What does it mean to quotknowquot a word How does a word move up to full knowledge How can using read alouds help increase a child s vocabulary According to the Matthew Effect why is this important How do we incorporate Beck amp McKeown sText Talk approach to teach vocabulary during interactive read alouds How do we choose a word for explicit vocabulary instruction Describe Beck amp McKeown s three tiers ofwords What tier do we target and why In content area instruction why do we teach these words in setsWhat is the concept of definition Zoi video teaching quotmammalquot Beck ampMcKeown 2001 Be able to discuss reading guide questions Word Study amp Practicum PowerPoint Be able to explain in detail why word study is critically important What are the 4 principles of sorting Describe an open and closed sort Exact procedures for sorts depend on the features Ifa student needs instruction in beginning and final consonants what would the sort and procedure be What about short vowels Digraphs with short vowels Blends with short vowels VCE Long vowel teams Ifa sort calls for sorting by sound and pattern why do we always sort by sound first Ifwe wanted to see ifa student could move up what kind of sort could we quickly do and why would it give us the information we needed WTW Ch 3 Be able to discuss reading guide questions Text Gradients PowerPoint What is a text gradient How are books leveled Describe the process using GLE a number guided reading a letter Lexile measures a number DRA a number How should you arrange books in classroom PK1 2M1 and above Why is text difficulty especially important now with CCS Brown 2000Be able to discuss reading guide questions Discuss the instructional purposes for each 0 O O O 0 Simple Predictable Text Beginning of K Decodable Text from mid K to mid first grade Easy Readers mid first grade Chapter Books end of first grade through 2 Authentic Literature every day in read aloud Tiered Instruction PowerPoint What is RTI what is differentiated instruction andwhat is the Tiered Instruction Model How do they fit together How do teachers manage the students in Tier I and Tier II instruction What type of instruction takes place in Tier I How do we decide to group students in Tier II What type of instruction takes place in Tier II What is the role of assessment in tiered instruction Common Core doc What are the CCS What 3 areas are covered in the standardsfor K2 in ELA How would you use the standards in your daily planning Be able to discuss the two important concepts teachers need to understand ab out curriculum DRI Ch 1amp2Be able to discuss reading guide questions Scorch scorch rcontrolled Teeth teeth closed Swing swing closed Place place vce Crowd crowd closed She she open Thee theeVowel team Think think Recognize recognize recognize Ieopardy Review The number ofphonemes in lark three The number ofphonemes in cow two What students would move into elkonin boxes in order to learn the alphabetic principle Letters
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