ELA and Social Studies

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Oral language - Teachers understand the importance of oral language, know the developmental processes of oral language, and probide students with a variety of instructional opporunities to develop listening and speaking skills .

Developmental process of Oral Language:

1. Vocalizing sounds-Cooing and babbling,

2. Recognizing stimulus producing sound (hears barking sound looks at dog)

3. Generalizing a word to indentify an object

4. Speaking by ages 3 years in phrases and sentences containing approximately four words, understanding the concept of yes and no, asking and answering symple questions, following directions

5. Developing language skills in preschoolers through focusing on using four to five words in a sentence, using limited number of grammar rules

6. Acquiring a speaking vocabulary of 2,000 to 3,000 words by kindergarten

7. Developing continuous ability to produce words that include the use of social talk, correct grammar...

Ways to encourage language development

Language development components (speaking, reading, spelling, writing and listening)

LEA Approach (combines speaking and writing)

Listening. Activities include questioning and note taking

learning a language involves understanding how to analyze words-often through sound.

When children attempt to pronouce a word they gain information from the way the word is spelled (orthography), pronounced (phonology), defined (semantics), recognition of sounds heard in word (segmentation),sentence structure (syntax), meaning of the word in its contextual setting.

Word analysis strategy includes: 1) graphophonic (sound/symbol relationships), 2) Syntactic and 3 Semantics

Ways to promote speaking in classroom oral language development:

re-reading stories, retelling stories, choral reading, readers theater, socal classroom tallk conversation

Other informal speaking activities:

Textless picture books, show and tell, discussions, puppets, interviews, oral reports, debates

Phonological and phonemic awareness- Teachers understand the components of phonological and phonemic awareness and utilize a variety of approaches to help students develop this awareness and its relationship to written language.

A) Significance of phonological & phonemic awareness for reading. Phonological awarness ability to to use letter sound knowledge to identify and unknown word. Phonemic awareness is the knowledge that words are made up of individual sounds. This contributes to reader being able to recognize and pronouce unknown words.

Phonological awareness stages (Recognition and production of) :

That Sentences are made up of words

That words can rhyme

words can be broken down into syllables

words can be broken down into onsets and rhymes

words can begin with the same same

words can end with the same sound

words can have the same medial sounds

words can be broken down into individual phonemes

sounds can be deleted from words to make new words

ability to blend sounds to make words

Phonemic awareness task that relate to learning to read and spell

Rhyming and alliteration, blending, segmenting beginning and ending sounds in words, phoneme substitution

Instructional structure for developing phonemic awareness

1. Promote language through different types of oral delivery

2. Create games and activities that develop an awareness of sounds in words.

3. Design writing activities

Informal and formal assessments

Informal: teacher observations, teacher use of rubics, other teacher generated products

Formal: Texas primary inventory- determines ability to manipulate sounds in words and to determine how they understand these words. K-2 Grades

Yopp-singer test of phonemic segmentation measures childrens ability to pronounce sounds in spoken words and spell words

Alphabetic Principle

Compentency 003- Teachers understand the importance of the alphabetic principle for reading English and provide instruction that helps students understand the relationship between spoken lanuage and printed words

Alphabetic Principle that there is a one to one correspondence between alphabet letters (graphemes) and sounds (phonemes).

Graphophonemic knowledge is understanding that written words are made up of systematic letter patterns that represent sounds in pronounced words

English is not phonetically "regular" has many allophones letters or combination of letters that make the same sounds

Skills include:

letter sound association (p makes the /p/ sound)

visual discrimination- able to recognize difference from b/d

Blending- able to to put sounds to together to form word /b/ /a/ /t/

Letter naming or alphabet recognition is a important skill to develop. Learn to recognize the shapes of uppercase manuscript, lower case, upper case cursive, lower case,

Children need instruction of alphabeta in random sequence to learn, practice, and apply the basic sounds that each letter represents

Variety of instructional methods:

Sand paper letters and other tactile and manipulative activites, alphabet songs, and books that teach and practice the "letter of the day" . mulitsensory (seeing, hearing, touching, and movement) using paints, shaving cream, body-letter formation, different color makers, etc.)

Following instruction sequence:

1. Teach letter names in random seqence

2. teach the information and sounds of letters random sequence

3. teach lessons that highlight one letter at a time

4. teach the likeness and differences in letters based on formation and sound

5. reteach difficult letters

6. provide skill lessons for students experiencing difficulty in learning letters

Involving parents:

1. design grade level workshops to demonstrate ways to assist with decoing words, reading, and asking questions, and homework assignments

2. develop take home kits that include books for the child to read practice, workshieets that highlight a specific skill. encouraged to play sound games

3. Produce a newsletter and a website that inform parents about classroom events, new skills intorduced... etc.

Compentency 004 Literacy development- understanding that literacy develops overtime and progreses from emergent to proficient stages, teachers use a variety of contexts to support the development of children's literacy.

Stages: From emergent, early, early fluent, fluent

1. awarness and exploration (preschool)

2. experimental reading and writing(kinder)

3. early reading and writing (1st grade)

4. tranisitional reading and writing (2nd)

5 independent and productive reading and writing (3rd up

Building literary skills: showing parts of book, use pointer to demonstrate left to right, help students understand that sentences are made up of whole words

Literacy development stages by grade chart 2.3 page 39-40

Balance Approach to reading is the use of different strategies and approaches to teach reading

Expose to different genres

Literary elements listed in tarleton. edu

Different types of poetry (flash cards)

005 Word Analysis and Identification Skills- teachers understand the importance of word identification skills (including decoding, blending, structural analysis, sight words vocabulary, and contextual analysis) and provide many opportunities for students to practice and improve their word identification skills

Word analysis

Follow this sequence when teaching

1. CVC (short vowel) (bat, pet, sip, hop, cup)

2. introduce single consonants before blends

3. introduce consonants with high utility /t/ used in more words than /z/

4. begin introducing more complex letter combination, consonant blends and diagraph (fl in flag, oa in float)

Word recognition skills (pages 43-44)

Skills to help in applying word analysis: re-read selection where mistake occur, often corrects by use of context clues. Test on words that don't make sense, fix up strategies (flash card)

006- Reading fluency-teachers understand the importance of fluency to reading comprehension and provide many opportunities for children to improve their reading fluency

Reading fluency relates to students being able to 1) orally read a text source by using accuracy in pronouncing words, comprehend effectively because attention is given to textual meaning, provide expression that includes attention to punctuation and read with a rate that is appropriate for the purpose identified for reading the text source. Table 2.4 on 49 more information

difficulties with reading fluency and ways to address

1. word by word reading- student pausing after each word. caused by limited sight word reading knowledge -overdependence on phonics. address by:

-assigning reading materials at lower levels, use familar reading materials that contain known sight words, have -children dictate language experience stories that could be read aloud, read along with tape books, provide opportunities for children to read at independent reading levels daily, suggest reading materials for parents to provide at home

2. Insufficient knowledge of word recognition skills refers to limited use of sight word knowledge, context clues, structural analysis and other skills used to help pronounce a word. remediation includes:

-having children use sight words in isolation, phrases and complete sentences

-have children read a variety of print sources at the students independent reading level

-have charts in classroom that include onsets and rimes that appear in words that could be used in sentences (word wall could be used)

-have available for children affixes and words that contain the affixes written in complete sentences

-have children continue to read text involving unknown word. Have children to consider its onset adn the print following unknown word

3. Ineffective comprehension- when he or she is not able to tell about what has been read or is not able to respond to statements and questions posed about text that has been read:

-develop questions and statement that encourage responces at different levels (recall, comprehension)

-encourage note taking and active listening

-enhance word recognition knowledge

-assign reading at appropriate levels

-develop visual aids to show sequence of story

-explain the use of signal words and phrases ( such as first, also, on the other hand, in contrast, etc)

-demonstrate the steps for Question Answer Relationships strategies (flash card or another standard)

Encourage reading for pleasure- DEAR (drop everything and read) SSR Substained silent reading

Competencies 007- Reading Comprehension and Application- Teachers understand the importance of reading for understanding, know the components, of and processes of reading comprehension and teach students strategies for improving their comprehension using a variety of text and context

A) active process of constructing words

B) provide instruction to increase reading vocabulary

c) understand factors that effect reading comprehension, oral language development, word analysis, prior knowledge, language background, previous reading experiences, fluency, vocabulary development ability to monitor understanding

D) understands levels of reading comprehension (3 levels of skills: Literal, inferential and evaluative)

Literal readers respond correctly to questions and statements from stated text. other categories are:

Identification of main ideas in expository text, identification of sequence of details, identification of comparisons and identification/recall of details

Inferential- readers use information that is stated directly in the text along with their intutition, background and experiences to reach a conclusion or a hypothesis. one category of this is predicting, another is identifying cause and effect relationships

Evaluative- readers compare information and ideas presented in te tet with their own experiences, backgrounds and values. These responses given in their own words may be reality vs fantasy, fact verses opinion, analysis of characters, that compares written sources from the same topic

Transition from learning to read to reading to learn ( recognize different types of texts, understanding how text is organized using texual fearures such as heading and glossaries, appreciating the different purposes for reading.

Knowing and teaches strategies that facilitate comprehension of different types of text before, during and after reading ( those listed in letter G of compentencies)

Directed Reading-thinking activity- technique uesed to increase understanding of text structures. (page 52)

K-W-L- strategy often used to promote comprehension and active learning of expository and narrative text sources. Allows students to use prior knowledge (what I know). To initiate curiosity by generating questions to show what they want to know about the topic and to provide respones about what they learned after the lesson concluded.

Repeated story reading- helps become familar with text can read on own

Story re-telling- sequencing, teacher can ask questions to assist, what was story about, who was the main characters, etc.. allows to particpate in language dev, comprehension skill enhancement , story structure awareness

Summarizing- teacher demonstrate to students how and why to omit noncontributing information from the text, explain what repeated details are and show why those details could be omitted in summarizing and continue to assist students in determining the author's main idea or overall general significance of a selection that could be used in a written summary.

Metacognition is related to self monitoring and provides instruction and activities for students to be more independent learners. To assess their own cognitive growth, identify inconsistent missing areas, and to learn to use those strategies to work best for themselves

Listening-

Note taking- allows children to learn how to determine significant details and main ideas from information. graphic organizers, concept mapping, venn diagrams can be effective in helping students compare and contrast, story maps.

Questioning

Question answer relationships- direct teaching strategies that develops students awareness of the process used in answering questions. Involves: Identifying right there questions, identifying thinkg and search questions, identifying author and you question (use text and background to make an inference), identifying on your own questions

Reciprocal Questioning- students learn to pose their own questions and statements about content material being studied.

- teacher an student read same passage silently, teacher closes books and is questioned by students, roles change and teacher ask student questions, teacher assist students in developing logical responess to questions, teacher conducts a follow up discussion.

Listening-thinking strategy- purpose is to provide a format for teaching students how to develop predictive listening and comprehension. make predictions as the teacher reads the title of a chapter the beginning or reads up to an exciting point in the story.

During pre reading activities that activate a child's schema and establishes purpose for reading

SQ3R- Survey, Question, Read, recite and review (pages 57-58)

Study Guides

Interlocking study guide is a guide that frames a group of literal questions, a group of interpretive questions, and a group of evaluative questions.

Non-interlocking- arranges questions and statments in a nonordered fashion that does not group questions according to literal, interpretive and evaluative levels but intermingles questions between the three levels

Guide o rama- a written guide with informal notes and thoughts used to quide students through a textbook chapter or other reading selection

Test taking strategies:

1. scan the entire test before answering

2. answer the questions you know first

3. look for giveaways answers on objective tests and words that indicate extremes in answer (best, least, none, never, always etc)

4. Make a graphic organizer list or and outline to begin answering essay type questions

Compentency 008- reading, inquiry and research. Teacher understandds the importance of research and inquiry skills to students academic success and provide studetns with instruction that promotes their acquisition and effective use of those study skills in the content area

See book page 63-65 and list of skills under compentency

Compentency 009- Writing Convention- Teachers understand the conventions of writing in English and provide instruction that helps students develop proficiency in applying writing conventions

conventions- certain established patterns in english language

Several conventions to model for instruction

1. left to right directionality of print by using pointer

2. The idea that people read and write from top to bottom

3. that spaces should be left on both sides of the word to show division

4. that culmination punctuation marks should be used

5. an awareness of the proper use of lowercase and capital letters

6. an awareness of growth of correct spelling

7. use of left and right margins, neatness, developmental grammar use

8. the awrness of a story line

States of spelling development

Prephonetic ( Pre-K beginning/middle of kindergarten) do not understand the concept of using letters to produce words, use scribbles that show sense of directionality , symbols and other forms to present written lanuage. undertands the pupose of written forms due to exposure to print

Prephonetic/semiphonetic (end of Kinder to middles of 1st grade)- aware of some sounds of the alphabet. begin to realize that letters of the alphabet stand for a sounds that they hear in a wor

Phonetic (middle of Grade 1)- understand regular sounds of the alphabet begins to use invented spelling. speled using sounds in words. books as bocz

Transitional (end of Grade 1- beginning of 2nd) begin to spell words based on how they sound. usually based on how they look experiencing more words in printed form. usually place a vowel in each syllable, use limited strucutral analysis (prefixes, suffixes, inflectional endings) book as boks

Conventional or Standard ( 2nd through 4th) spell more words correctly, more consistently and understand the meaning of more words. spell correctly one syllable wors with vowel sund understand and use verb past tense correctly difficulty with dividing words into syllables and spelling words with double consonants

Convential or standard (grade 5 into high chool) at this point the sudent should be able to spell most words correctly in a fully developed written selection that has been assigned by teacher

010- Written Communication- TEacher understand that writing to communicate is a developmental process and provide instruction that promotes students compentence in written communication

Emergent writing stage- which ususaly begins before Kinder allows child to produce print in a variety of forms such as scribbling, drawing, and combination of letter formations and drawings. Gradually develops with age.

Phases of writing:

1. PreWriting- explore topics for consideration, identify ways to gather information aobut topic, determine purpose for writing

2. Drafting- after gathering information, studetns begin to write about things they have learned. Write without concern for mechanics

3. Revising- consider audience by selecting the most effective wording to convey message. continue to develop product by considering comments from peers and teacher

4. Editing-proof read their content by looking for mechanical erros, missplled words, incorrect punctuation

5. Publishing- sharing through books, verbal sharing, reports, etc.

Steps are often apart of writing worshop that lasts over several days.

Review content for writing selections 2.6 table page 74.

011- Viewing and Representing- Teachers understand skills for interpreting, analyzing, evaluating and producing visual images and messages in various media and provides students opportunities to develop skills in this area.

Viewing is understanding and interpreting visual communications that are conveyed non-verbally

Representing- expressing one's understanding by producing some type of visual media.

understanding and interpreting visual images, messages and meanings calls or students to examine, describe, and deconstruct visual representations determine points of view which ultimately strengthens their media literacy.

Analyzing and critiquing visual represntations allows children the opportunity to build on intial observations of media through reflection, criticism, comparison and so on. challenges studens to consider media significance and evaluate the ways in which image makers convey meaning

Once students have masterd the ability to interpret , understand and analyze they should use knowledge to crea own visual representation

012- Assessment of Developing Literacy- Teachers understand the basic principles of literacy assessment and use a variety of assessments to guide literacy instruction

Formal assessment-often centers on norm-referenced standardize test (published for which norms bsed on performances of large numbers of students have been developed)

Reading Miscue inventory- helps teachers determine if students are reading miscues that prevent them from obtaing correct infomation from the passage. RMI stresses: reading is teh ability to obtain meaning, reading is not an absolute process because effective readers often substitute words, and techers hould not treat all miscues the same way. ex, replace automobile with car ok... if with dog... issue.

Informal assessment is nonstandardized measure that could be an observation a checklist, a teacher generated test, etc.

Running record identifies the number of correct words a student pronounces in lines of print.

Portfolio assessment

informal reading Inventory- contains a series of graded paragraphs, followed by comprehension analysis

Capacity level is tested by examining reading to a child at the next level beyond his or her determined frustration level. comprehensions checks are administered until child scores less than 70 percent on questions related to the paragraphs that are read alound to the child. Is to determine the level or reading material children could understand if they could read te material themseles.

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