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Flashcards

EDEL 305

rschind English 80 cards

Cards in this deck (80)

  1. 1Describe the use of cross-curricular topics.1. Language is central to learning
    2. Educators act as facilitators and guides.
    3. Encourages students to express and explore their understandings of concepts and curriculum in their own language
    4. Students are active in the meaning making process
    5. All 6 Language Arts strands are involved in active learning
  2. 2Reasons why we should use cross-curricular topics:We cannot separate language from learning in other subjects. In fact, language is central to learning in every subject. We use language to learn, think, and express our thoughts and understandings.
  3. 3Describe Graves and Calkins model of writing.-writing is a complex set of processes and skills.
    -it requires control of print code, grammar, meaning making (semantics)and the physical act of writing.
    -unlike reading, which is receptive, writing is generative.
  4. 4Britton's model of writing examined ___________.writer's voice
  5. 5List the four types in Britton's model.1. Expressive
    2. Poetic
    3. Transactional
    4. Transitional
  6. 6Describe expressive voice:Expressive- personal writing, it is informal and not revised. Expressive personality, thoughts and feelings.
    Examples: journals, personal stories
    Gr. K-2.
  7. 7Describe poetic voice:-it is aesthetic, created for an audience, the main goal is often entertainment.
    Examples- stories and poems
    Gr. 1-3, a little after
  8. 8Describe transactional voice:-to convey information, formal writing, intention is for effective communication.
    Examples- essays
    Gr.4 onwards
  9. 9Describe transitional voice:-young children often switch back and forth between voices. As they mature, they generally pick one voice, the most appropriate one.
  10. 10Moffett categorised writing into _______.levels.
  11. 11Name the levels in Moffett's model.1. Drawing/Handwriting
    2. Copying
    3. Transcribing/Paraphrasing
    4. Crafting
    5. Revision of Inner Speech
  12. 12Describe the levels of Moffett's model.1. Drawing/Handwriting- basically practising letter formation.
    2. Copying- copy from a model. Learning correct forms (letters, sentences), not generating ideas.
    3. Transcribing- put other's ideas into your own words
    4. Crafting- children use own ideas and a conventional form to express them.
    5. Revision of Inner Speech- the least common, seen as the true form of writing, writers express and shape their own thoughts.
  13. 13Name the forms of writing:1. Narrative
    2. Expressive
    3. Expository
  14. 14Describe the narrative form of writing:-links series of events together through sequence of time or cause/effect
    -can be fictional or non fictional
    - purpose is to entertain
  15. 15Describe the expressive form of writing:- personal writing that is done informally as thoughts form in our mind.
    -not revised
    - usually done for an audience known to writer or for self
    - it is exploratory, we explore our own thoughts and understandings
  16. 16Describe the expository form of writing:-informational
    - intended to be well-organised, clear and informative
    -not to express feelings
    -examples; persuasion, explanation, report, discussion
  17. 17The __________ sees writing as a cyclical process that is conceived of as having steps.Composing Process
  18. 18Describe the steps in the Composing Process:1. Rehearsal- a brainstorming stage where ideas are generated, and decisions about topic, audience, voice are made
    2. Drafting -->
    3. Feedback --> Revising (not grammar, but ideas and flow) and then Editing (conventions; grammar and spelling.
    4. Presentation- or publishing
  19. 19Writer's Workshop is coordinated by the (teacher/students), and much of the time is spent on (teacher demonstration/independent writing)teacher
    independent writing
  20. 20Describe the process of a Writer's WorkshopThe students write, while the teachers circulates around the room observing the progress and conferencing with students. The students control the conference and the teacher offers support as needed. The teacher does not take control of the writing. The teacher teaches skills in context either during student conferences or as mini-lessons.
  21. 21At what Grade level does Writer's Workshop become appropriate?Grade 3 and up
    Can be modified for Grade 2
  22. 22Drop Everything and Write is an example of ______________.Writer's Workshop
  23. 23Name two types of writing assessmentProduct based
    Performance based
  24. 24Product based assessment is (informal/formal).formal
  25. 25Performance based assessment is (informal/formal)informal
  26. 26Product based assessment is based on assessment of ___________, and not the __________.final written product
    process
  27. 27Describe product based assessment-formal
    -usually with criteria in mind for the purpose of providing a grade
    - can be based on formative or diagnostic assessment
  28. 28List the types of product based assessment1. Rubrics or Scoring Guides
    2. Holistic Scoring
    3. Analytic Scales
  29. 29Describe rubric/scoring guide- criterion based assessment that compares writing against criteria
    - objective and good for major assignments
    - describes the features of the writing (rubric) or the features that should be present (scoring guide)
  30. 30Describe Holistic Scoring- focus is on what learners do well, not what they fail to do
    - looks at whole product rather than breaking the writing down into components
    - good for small assignments (done/not done)
  31. 31Describe Analytic Scoring- breaks the writing down into component parts to provide specific information in the assessment
    -more objective than holistic
  32. 32Describe Analytic Scales-breaks writing down into component parts in order to provide specific information
    -more objective than holistic scoring
  33. 33Performance Based assessment is provides information about what students are _______able to do
  34. 34Performance Based assessment allows teachers to know what students are ____ to do.able
  35. 35Performance Based assessment gives teachers the opportunity to provide ________ to students and to use the assessment information to guide _________feedback
    future instruction/teaching
  36. 36Performance Based assessment allows for teachers to provide students with ______ and it informs teacher ________.feedback
    instruction
  37. 37The more information a teacher has about learners the more _______ they can understand and meet the individual learner's needs.effectively
  38. 38List some types of informal assessments1. Observations
    2. Checklists
    3. Conferences
    4. Writing Portfolios
    5. Anlayses of writing samples
  39. 39Describe how a teacher would assess a student using Observation-focus your observation on some aspect you want to know about
    - keep brief notes, that can be expanded on at a later date
    - develop a system by which you observe and question all students at some point and ongoing
    - you can focus on: attitudes to writing, use of strategies, interactions with others
    - No element of evaluation, its purpose is descriptive
  40. 40Describe how a teacher would assess a student using Conferences- can be one on one or with small groups
    - a chance to talk about how student writing is coming along
    - done on completion of a writing assignment (not in progress)
    - students reflect on how the writing went, strengths/areas of improvement/their growth as writers
    - can be used for setting goals as writers
  41. 41Describe using Writing Portfolios in the classroom-a collection of writing in which each piece has a purpose or meaning, and the student has helped decide what/why things are included
    -emphasizes what they know/do, not what they are learning.
    - can be used for performance assessment of the writing process
  42. 42List the stages of Spelling Development1. Pre-Reading/Emergent Spelling
    2. Pre-Phonetic/Semi-Phonetic Spelling
    3. Phonetic Spelling
    4. Transitional Spelling
    5. Standard/Conventional Spelling
  43. 43Pre-reading/emergent spelling generally occurs between the ages of _____.3-4
  44. 44When children start to use letters to represent words they enter the ________ spelling state.emergent
  45. 45Emergent spelling usually has a ______ format, though not necessarily left to right.linear
  46. 46Emergent spelling is often a string of letters. There is no awareness of _____ ______ relationship.sound symbol
  47. 47Describe 4 characteristics of Emergent Spelling-often a random string of letters, no sound symbol relationship
    - often tells a story with a string of letters
    usually has a linear format
    - child understands print conveys a message, just not that print is arranged in a specific way to make meaning
  48. 48Pre-phonetic spelling usually occurs between the ages of _____.4-5
  49. 49At the pre-phonetic stage children start to pay attention to letter ____ and _____.names and sounds
  50. 50At the pre-phonetic stage a child will represent the dominant _____ sounds.consanant
  51. 51In the pre-phonetic stage ____ is rarely representedvowels
  52. 52Describe two characteristics of pre-phonetic spelling- will represent the dominant consonant sounds (sometimes with correct letters and sometimes not) or will represent the initial consonant sound in words.
    - vowels are rarely represented
  53. 53The phonetic spelling stage usually occurs between which grades?K-3
  54. 54In the phonetic stage learners understand the ______/____ correspondence.letter/sound
  55. 55Learners in the phonetic stage will ____ _____ words in order to spell them.sound out
  56. 56In the phonetic stage there can be the omission of ____ letters.silent
  57. 57In the phonetic stage all sounds are represented but not necessarily all ______.vowels
  58. 58In the phonetic stage some sounds are represented by a combination of letters. Give two examples of these sounds.1. sh
    2. ch
  59. 59Describe the characteristics of the phonetic stage.-literal sound by sound translation of the sounds into words
    - uses most common spelling patterns for sounds (ex: EGL for eagle)
    - all sounds are represented but not necessarily all vowels.
    - omission of silent letters can occur
    - omission of complicated spelling patterns (substitute 'k' for 'ck')
  60. 60The Transitional Spelling stage usually occurs between what grades?2-4
  61. 61The transitional spelling stage is so called this because it is a ________ stage.crossover
  62. 62A characteristic of the transitional stage is that learners will begin to learn spelling rules and ____ that make their spelling more ______.patterns
    sophisticated
  63. 63In the transitional stage spelling patterns may be __________. For example, chair is spelled chare.overgeneralised
  64. 64In the transitional stage ______ are represented in every syllable. A characteristic not found in earlier stages.vowels
  65. 65In the transitional stage, learners will have a core vocabulary of ______ that they spell consistently.sight words
  66. 66Describe the characteristics of the transitional spelling stage-crossover stage where learners begin to learn and use spelling patterns that make their spelling more sophisticated
    -spelling is very rule and pattern oriented, but they may often overgeneralise rules
    -vowels are represented in every syllable
    - have a core vocabulary of sight words that they spell consistently
  67. 67In the standard spelling stage learners learn the rules of _______ (parts of speech)and ______ (the meaning of smaller chunks of words)syntax and morphology
  68. 68Standard spellers may consult a ____ to spell words correctly.dictionary
  69. 69A characteristic of the standard spelling stage is that learners will use parts of speech and morphemes to spell words in "____" that represent meaning, rather than _____ by _____.chunks
    letter by letter
  70. 70A standard speller may not spell all words correctly. This is usually due to what?complex spelling patterns
  71. 71Describe how you would begin to teach spelling for a class-teach in the context of your classroom, in a way that meets the needs of your students. There is no single approach that works for each and every learner.
    -determine which stage the student is at, and plan instruction from there
  72. 72Teaching the Conventions of Writing-use regular but brief lessons
    -focus attention on common mistakes and misspellings
    -most spelling rules will be learned in the context of reading
    -errors of capitalization, punctuation, and grammar can be addressed in the context of the learner's writing
    -mini lessons can be utilised for common errors
  73. 73Rosenblatt's _________ TheoryTransactional
  74. 74Rosenblatt looked at our reasons for reading certain texts and how the reason dictates the ________ with which your read the text.stance
  75. 75List the two types of stancesEfferent
    Aesthetic
  76. 76Efferent stances are more _______ because the reader is more likely to construct the same meaning as the author.closed
  77. 77In comparison, Aesthetic stances are _____ because the reader enter and live through stories rather than try to take information from them.open
  78. 78In efferent reading the purpose is to _____________.gain information
  79. 79In aesthetic reading the purpose is for ____________.enjoyment
  80. 80Responses to literature often take one of three connections:1. Text to text- relate to other story
    2. Text to self- relate text to own life
    3. Text to world- relate text to society events

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Flashcards on EDEL 305, created by rschind on 11/12/2014.
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rschind
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