WGU C909 Latest Update with Certified Solutions

WGU C909 Latest Update with Certified Solutions Constructivist Theory Reading is a process in which the reader actively searches for meaning in what she reads. Builds on prior knowledge. sociocultural theory Similiar to constructivist. Learning is social rather than individual. Learners work together. Schema A conceptual framework a person uses to make sense of the world Reader Response Theory Focuses on reader reaction more than text itself. Text has no meaning before a reader experiences reading it and reacting to it. Stages of writing development Scribbling/Drawing Letter-like forms and shapes Letters Letters and spaces Conventional writing and spelling Stages of Reading Development Emergent readers Early readers Transitional readers Fluent readers Gradual release of responsibility I do (focus lesson), we do (guided instruction), you do (collaborative), and you do (independent) Strategies for vocabulary development Teach synonyms Teach antonyms Paraphrase definitions Provide examples Provide non-examples Ask for sentences "show you know" Teach word sorting List-Group-Label Structured brainstorming think of words, group words, label groups balanced literacy framework Used whole language and phonics, multiple methods. Read aloud, guided reading, shared reading, interactive writing, shared writing, reading workshop, writing workshop, word study. Reading skills taught in balanced literacy framework Concepts of print Phonological/phonemic awareness Phonics Fluency Vocabulary Comprehension concepts of print awareness of directionality, book cover, title. Spacing, functions of letter. phonemic awareness The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language. Phonics the sounds that letters make and the letters that are used to represent sounds Fluency how clearly a person can read (with speed and expression). Recognizing words quickly and comprehending. Vocabulary A group of words that a person knows or should know Comprehension Level of learning characterized by ability to translate or interpret information. Developmentally appropriate reading strategies for kindergarten Creating a literate environment Reading opportunities Free reading Books for specific purposes Phonemic awareness Letter-sound associations Writing opportunities Language-experience activities (student says something, teacher writes it, student reads it) Shared reading and writing experiences Making books Mailboxes Play centers Listening and speaking morning message Develop and nurture a sense of belonging and purpose while engaging in a variety of literacy experiences Alphabetic Phases are the order in which alphabetic knowledge develops. Pre-alphabetic Partial alphabetic Full alphabetic Consolidated alphabetic Automatic decoding A student uses knowledge of letter-sound relationships to accurately read a word running record a written record of reading that is enduring and easily accessed and covers an extensive period of time RTI Tier 1 High-Quality Classroom Instruction, Screening, and Group Interventions RTI Tier 2 Targeted interventions, small groups RTI Tier 3 Intensive Interventions and Comprehensive Evaluation, individualized learning Differentiation for struggling readers Tiered assignments Compacting Interest centers or groups Flexible grouping Learning contracts Choice boards Cognates Words that look similar and have the same origin in two languages. 5 stages of writing process Prewriting Drafting Revising Editing Publishing Writing activities to help students learn and understand Note taking Brainstorming Quick writing Semantic mapping Venn diagrams Journals Programmed reading instruction Self-paced, self-administered, in a logical sequence.