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Flashcards

Language Ed1 Exam

yasmin.edgerley English 110 cards

Cards in this deck (110)

  1. 1Components of ReadingComprehension, Vocabulary, Phonemic Awareness, Phonics and Graphaphonics
  2. 2Components of LiteracyReading, Writing, Listening, Speaking (and Viewing)
  3. 3Cueing SystemsGraphophanics, Semantic, Syntactic, Pragmatics
  4. 4GraphaphonicsThe sounds and graphics of the language
  5. 5SyntacticGrammar of Language
  6. 6SemanticThe meaning associated with the words
  7. 7PragmaticsPurpose and functions
  8. 8Freebody and Luke (1990) Reader RolesCode-breaker, text user, text analyst and text participant
  9. 9Code-breakerWorks out the sound-symbol relationship of the text and uses the syntactic patterns of the language
  10. 10Text ParticipantWorks out the meaning of the text
  11. 11Text UserDecides the purpose and personal uses of the text type being read
  12. 12Text AnalystCritically evaluates the who, what, why of the text
  13. 13Principles Of an Effect Teacher1. Understand How Students Learn
    2.Support student use of the cueing systems
    3.Create a community of learners
    4. Adopt a balanced approach to instruction
    5. Scaffold student reading, writing, viewing, speaking and listening
    6.Organise for language, literature and literacy instruction
    7. Link instruction and assessment
    8. Become partners with parents
  14. 14BehaviorismPlaces program content and policy demand at the center of teach-learner relationship.
    Focuses on observable changes in behavior.
    Views the teacher role as providing information and supervising practices.
    Describes learning as the result of stimulus-and-response actions.
    Uses incentives and rewards for motivation.
  15. 15ConstructivismDescribes learning as the active construction of knowledge.
    Recognises the importance of background knowledge.
    Views learner as innately curious.
    Advocates collaboration not competition
    Suggests ways to engage students so they can be successful
  16. 16Sociolinguistics•Emphasises the importance of language and social interaction on learning
    •Views reading and writing as social and cultural activities
    •Explains that students learn best through authentic activities
    •Describes the teacher’s role as scaffolding students learning
    •Advocates culturally responsive teaching
    •Challenges students to confront injustices and inequities in society
  17. 17Cognitive/Information Processing•Compares the mind to a computer
    •Recommends integrating reading and writing
    • Views reading and writing as meaning making processes
    •Explains that readers’ interpretations are individualised
    •Describes students as strategic readers and writers
  18. 18Phonological System Terms•Phoneme (smallest unit of sound)
    •Grapheme (written representation of a phoneme using one or more letters)
    •Phonological awareness (knowledge about the sound structure of words at the phoneme, onset-rime and symbol levels)
    •Phonemic awareness (the ability to orally manipulate phonemes in words)
    •Phonics (instruction about phoneme-grapheme correspondences and spelling rules)
  19. 19Phonological Applications•Pronouncing words
    •Detecting regional and other dialects
    •Decoding words when reading
    •Using invented spelling
    •Reading and writing: alliteration and onomatopoeia
    •Noticing rhyming words
    •Dividing words into syllables
  20. 20Syntactic System (Terms)•Syntax (the structure of the patterns in a sentence and the order of words in English phrases, clauses, groups and sentences)
    •Morpheme (the smallest meaningful unit of language e.g. Car)
    •Free morpheme (a morpheme that can stand alone as a word; e.g. run, bind)
    •Bound morpheme (a morpheme that must be attached to a free morpheme; e.g. ‘ing’ in running and binding)
  21. 21Syntactic System (Applications)•Adding inflectional endings to words
    •Combining words to form compound words
    •Using capitalisation and punctuation to indicate beginnings and ends of sentences
    •Writing simple, compound and complex sentences
    •Combining sentences
  22. 22Semantic System (Terms)•Semantics (meaning)
    •Synonyms (words that mean the same or similar)
    •Antonyms (Opposites e.g. good, bad)
    •Homonyms (words that sound alike but are spelled differently; e.g. pear, pare, pair)
  23. 23Semantic System (Applications)• Learning the meanings of words
    •Discovering that many words have multiple meanings
    •Using context clues to figure out an unfamiliar word
    •Studying synonyms, antonyms and homonyms
    •Using a dictionary and thesaurus
  24. 24Pragmatic Systems (Terms)•Functions(the purpose for which a person uses language)
    •Standard English (the form of English used in textbooks, newspapers etc.)
    •Non-standard English (other forms and dialects; regional, social and historical dialects of English)
  25. 25Pragmatic Systems (Applications)•Varying language to fit specific purposes
    •Reading and writing dialogue in dialects
    •Comparing standard and non-standard English
  26. 26Paralinguistic SystemFactors outside the actual language that contributes to the meaning of the text
  27. 27Paralinguistic System (Terms)• Punctuation, font, layout, illustrations, captions, bullets, textual contrasts
  28. 28Pragmatic SystemThe system of English that varies language according to social and cultural uses
  29. 29Semantic SystemThe meaning system of English that focuses on vocabulary
  30. 30Syntactic SystemThe structural system of English that governs how words are combined into sentences
  31. 31PhonemeSmallest unit of sound
  32. 32GraphemeWritten representation of a phoneme
  33. 33Phonological awarenessknowledge about the sound structure of words
  34. 34phonemic awarenessorally manipulating phonemes into words
  35. 35Phonicsinstruction about phoneme-grapheme correspondences
  36. 36Syntaxstructure of patterns in a sentence and order of words (clauses, phrases, groups)
  37. 37morphemesmallest meaningful unit of language (e.g. car)
  38. 38free morphemea base word
  39. 39Bound Morphemebase words with inflections (bind-ing, round-ed)
  40. 40SemanticsMeaning
  41. 41Synonymswords that mean the same or alike
  42. 42AntonymOpposite words; good and bad
  43. 43Homonymswords that sound the same but spelt differently
  44. 44Functionsthe purpose for which a person uses language
  45. 45Standard EnglishFormal English
  46. 46Non Standard Englishdialects and other forms
  47. 47Characteristics of a Classroom Community•Responsibility
    •Opportunities
    •Engagement
    •Demonstration
    •Risk taking
    •Instruction
    •Response
    •Choice
    •Time
    •Assessment
  48. 48Components of a Balanced Literacy ApproachReading
    Phonics (and other literacy skills)
    Reading and Writing Strategies
    Vocabulary
    Comprehension
    Literature
    Content-area study
    Oral Language
    Writing
    Spelling
  49. 49Five Levels of SupportModelled
    Shared
    Interactve
    Guided
    Independent
  50. 50Strands of English CurriculumLanguage
    Literature
    Literacy
  51. 51Language StrandThe emphasis is on how the language works when we compose and comprehend particular types of texts. A study of grammar, spelling and punctuation features prominently in this strand
  52. 52Literature StrandStudents appreciate, analyse and compose a range of literary texts in both print and multimodal formats. Texts include contemporary and traditional examples of world literature, Australian and Aboriginal and Torres Strait Islander literature and texts from the Asia-Pacific region
  53. 53Literacy StrandStudents develop a growing sophistication in analysing, composing and comprehending a range of texts appropriate to the school, local, national and world communities. These texts necessarily include print, digital, visual and multimodal texts.
  54. 54Purpose of Classroom AssessmentTo determine student reading levels
    To monitor student progress
    To diagnose student strengths and weaknesses
    To document student learning
  55. 55Types of ReadersDeveloping Readers
    Dormant Readers
    Underground Readers
  56. 56Developing ReadersStudents not reading at grade level
    Difficulty understanding the reading material in every aspect
    Due to standardized low test scores etc. they do not set themselves capable resulting in despair
    Richard Dillington explains in ‘What Really Matters for Struggling Readers’
    oSpecial education etc. programs read 75% less than students in regular classes
    No matter how much instruction a child is given if they do not apply to their real reading experiences there will be no improvement
  57. 57Dormant ReadersThe readers who read to pass their classes and do well in state tests but do not embrace reading
    All dormant readers have a reader inside
  58. 58Underground ReadersGifted readers
    They see the school readings as disconnected from their own preferred reading choices
    Teachers seldom design instruction around these student’s needs
  59. 59Camborne's Conditions for LearningImmersion
    Demonstration
    Expectations
    Responsibility
    Employment
    Approximations
    Response
    Engagement
  60. 60ImmersionStudents need to be immersed in a rich reading environment
  61. 61DemonstrationAbundance of demonstrations are needed to show structure and features of text, how to use texts for different learning goals etc
  62. 62Expectations Students will rise to the level set by the teacher
  63. 63ResponsibilityLearners who lose the ability to make choices become disempowered (Camborne)
    Give some choices to the students
  64. 64EmploymentTime to practice what they learn in the context of realistic situations
  65. 65Approximations Encouraged for the skills and knowledge already present and allow room for mistakes
  66. 66Response Non-threatening, immediate feedback on student’s progress
  67. 67EngagementReading must be an endeavour
    oPersonal value
    oStudents see themselves as capable
    oIs free from anxiety
    oIs modelled by someone they like, respect, trust and want to emulate
  68. 68Reading Process1. Prereading
    2. Reading
    3. Responding
    4. Exploring
    5. Applying
  69. 69Writing Process1. Pre-writing
    2. Drafting
    3. Revising
    4. Editing
    5. Publishing
  70. 70What is a miscue?An unexpected response during oral reading
    Miscues are not mistakes
  71. 71Types of MiscuesReversals
    Split Syllables
  72. 72School System Requirements and Provision for StudentsAccountability- teachers must demonstrate their ability to implement and evaluate their programs
    Official Tests - NAPLAN; comparing achievements of students' against each other
  73. 73Methods of Assessing and Monitoring Written LanguageObservations
    Anecdotal Notes
    Checklists
    Rating Scales
    Conferences
  74. 74Reading LevelsIndependent - fluency and comprehension evident
    Instructional-o Recognise most words, almost all fluent, comprehension is evident but understanding is limited when reading independently
    Frustration - o Do not recognise enough words automatically, choppy and word by word, lack sense and show little understanding
  75. 75Comprehension Levels of ThinkingLiteral
    Inferential
    Evaluative
    Applied
  76. 76What is Comprehension?Different levels of thinking; literal, inferential and critical
  77. 775 Ways to Maintain Balance in Literacy Program1. Teach skills as a way to gain meaning
    2. Each day, include time for both guided instruction and independent work
    3. Avoid teaching children as if they are empty receptacles for knowledge
    4. Integrate print and electronic materials effectively
    5. Always consider standardised test scores in light of informal assessment data
  78. 78Stages When Children Learn to Read and Write1. Emergent
    2. Beginning
    3. Fluent
  79. 79Developing a Unit (Literacy Focus Units)1. Select the literature
    2. Set Outcomes
    3. Develop a Unit plan
    4. Coordinate grouping patterns with activities
    5. Create a time schedule
    6. Assessing Students
  80. 80Characteristics of Reading & Writing WorkshopsTime
    Choice
    Response
  81. 81Five Components of Reading WorkshopReading
    Responding
    Sharing
    Minilessons
    Reading aloud to students
  82. 823 Components of Writing WorkshopWriting
    Sharing
    Minilessons
  83. 83Phonemic Awareness• It is the ability to identify the individual sounds in words (phonemes). It is an understanding of the smallest units that make up speech
  84. 84PhonicsA tool needed by all readers and writers
  85. 85Vocabulary•Refers to the set of words known or understood by a learner
    •Contributes to comprehension, fluency, reading achievement and effective communication with others
  86. 86Fluencyo Struggling readers need to hear themselves as fluent readers to build confidence
  87. 87Comprehension•The core of the Reading process
    •Without comprehension, has reading really taken place?
  88. 88Stages of Spelling Development1. Emergent
    2. Letter Name-alphabetic
    3. Within Word Pattern
    4. Syllables and Affixes
    5. Derivational Relations
  89. 89Nature of English 1: Syntactic Patterns• Structures and patterns of words that carry a message
    (clauses, groups, phrases)
  90. 90Nature of English 2: Words and their purposesClosed class words (prepositions, conjunctions, pronouns, determiners)
    Open-class words (nouns, verbs, adjectives, adverbs)
  91. 91Nature of English 3: Elements of a Curriculum for Teaching EnglishEnglish language itself (sounds, words, syntactic patterns etc.)
    Literature (narratives, reports etc.)
    Literacy
  92. 92CohesionThe systems of organisation that are used within texts to link the ideas or concepts together: within sentences, between sentences and from paragraph to paragraph
  93. 93Fluency Components• Accuracy (recognising familiar words automatically)
    • Reading speed
    • Prosody (the ability to orally read sentences with expression)
  94. 94Teaching Fluency1. Model fluent reading
    2. Support students while reading aloud
    3. Provide opportunities for students to engage with variety of reading experiences
  95. 95Tiers of Vocabulary1. High frequency words
    2. Less common labels for common concepts
    3. Less common words specific to particular content domains
  96. 96What is Fluency?The ability to read efficiently and the bridge to comprehension
  97. 97Levels of Word KnowledgeUnknown word
    Initial recognition
    Partial word knowledge
    Full word knowledge
  98. 98Michael Graves (2006) 3 Word Learning Strategieso Using context clues
    o Analysing word parts
    o Checking a dictionary
  99. 99Characteristics of Differentiated InstructionRigorous (challenging instruction encouraging engagement in learning)
    Relevant (address literacy standards to ensure that students learn essential knowledge, strategies and skills)
    Flexible(variety of instructional procedures and grouping techniques to support students)
    Complex (engage students in thinking deeply about books they read, compositions they write and they learn)
  100. 1003 Ways in Which Teachers Modify InstructionContent (what)
    Process (how)
    Product (end result)
  101. 101Switching on Readers - Choice• Don’t restrict choice
    • You are there to support, not rescue
    • Use strategies to support all readers to access all texts
  102. 102Switching on Readers - Freedom• There are no rules when it comes to reading books
    • There are no book police
    • The last word from Daniel Penac: 'Don’t make fun of people who don’t read, or they never will
  103. 103Switching on Readers - Demonstration• Read
    • Read widely, visibly and often in your classroom
    • Share your favourite books and favourite parts of books
    • Model fluent reading
    • Demonstrate reading strategies
  104. 104Switching on Readers - Love• Build solid relationships with the children in your class
    • Celebrate all reading efforts and success
    • Read one on one with all members of your class at least once a week
    • Talk about books frequently
  105. 105Technology Being Used for EducationE-book readers
    Ipads
    Computers
    Ipods
    Cameras
    Mobile Phones
  106. 106Koplan and Bork (2007)Claim that technology must be part of any effective literacy program
  107. 107Kress (2003)Rapid pace of technology and the transformation in digital technologies continually forces teachers to rethink what literacy means
  108. 108Hancock (2008)The use of technology evokes and provides new opportunities and possibilities for engagement, personal interpretation and new experiences
  109. 109Technology and Authentic ReadingLiteracy is best learned when it secures real purposes and is linked to the interests and future aspirations of students
  110. 110UCR (U-Can Read) Literacy Program• Adopts strategies that are collaborative, dialogue and responsive to the lives and needs of learners
    • A parent education program
    • Aimed at developing students literacy skills

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Language Education 1, Canberra University, Semester 2
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yasmin.edgerley
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