WGU-C909: Elementary Reading Methods and Interventions(Complete)2022

15. Phonological Component (Oral Language Dev.-Stages of Development): -Involves the rules for combining sounds. -We are not aware of our knowledge of these rules, but our ability to understand and pronounce English words demonstrates that we do know a vast number of rules. 19. Stages of Reading Development (Stages of Development): -Early Emergent Readers (Levels aa-C) -Emergent Readers (D-J) -Early Fluent Readers (K-P) -Fluent Readers (Q-Z2) 20. Emergent Readers (D-J) (Stages of Development): -Readers at this stage have developed an understanding of the alphabet, phonological awareness, and early phonics. -They have command of a significant number of high-frequency words. -Emergent readers are developing a much better grasp of comprehension strategies and word-attack skills. -They can recognize different types of text, particularly fiction and nonfiction, and recognize that reading has a variety of purposes. 21. Stages of Writing Development (Stages of Development): -Scribbling/Drawing -Letter-Like Forms & Shapes -Letters -Letters & Spaces -Conventional Writing & Spelling 22. Conventional Writing & Spelling (Stages of Development): -Children spell most words correctly, with a reliance on phonics knowledge to spell longer words. -Writers use punctuation marks correctly and use capital and lower case letters in the correct places. -Writing for different purposes becomes more important. -Handwriting becomes easier, as does the spelling of a majority of words. 23. Gradual Release of Responsibility (Strategies for Literacy Development): -A teaching approach which incorporates scaffolding so that responsibility for the content is gradually shifted from teacher to student. 24. Various Strategies for Vocabulary Development (Strategies for Literacy Development): (1.) Integration—connecting new vocabulary to prior knowledge (2.) Repetition—encountering/using the word/concept many times (3.) Meaningful use—multiple opportunities to use new words in reading, writing and soon discussion. 26. Reading Workshop Components (Balanced Literacy Framework): (1.) shared reading (2.) guided reading (3.) independent reading 27. Shared Reading (Balanced Literacy Framework): -During shared reading, teachers provide explicit comprehension and instruction. -Reading A-Z's collection of projectable Big Books supports developmentally appropriate skills, such as concepts of print, as well as reinforces specific reading skills and strategies. -Using an enlarged text that all children can see, the teachers involve children in reading together following a pointer. 28. Guided Reading (Balanced Literacy Framework): -Provides a scaffolded approach to instruction. -Reading A-Z's collection of leveled readers spanning levels of difficulty represents a variety of text types and genres and includes a balance of fiction and nonfiction. -Use Benchmark Books or Benchmark Passages to determine where to start students within the levels and to monitor their progress as their reading improves. -The teacher works with a small group of students who read at all similar levels 29. Independent Reading (Balanced Literacy Framework): -Provides students the opportunity to apply reading strategies and skills in a text of personal interest. -Print Reading A-Z's leveled books for students to select for daily independent reading. -A membership to Raz-Plus provides students with the opportunity to select eBook versions of the Leveled Books to read online. -Students read from classroom library or leveled books. -Students read from a wide variety of materials. 30. Writing Workshop Components (Balanced Literacy Framework): (1.) shared writing (2.) guided writing (3.) independent writing 31. Interactive Writing (Writing Workshops-Balanced Literacy Framework): -As in shared writing, teacher and children compose message and stories that are written using a "shared pen" technique that involves children in the writing. 14. How Oral Language Supports Vocabulary Development (Stages of Development): -Reading and talking with children plays an important role in developing their vocabulary. -The more you read to children, the larger vocabulary they will develop. 16. Semantic Component (Oral Language Dev.-Stages of Development): -Is made up of morphemes, the smallest units of meaning that may be combined with each other to make up words (for example, paper + s are the two morphemes that make up papers), and sentences. -A dictionary contains the semantic component of a language, but also what words (and meanings) are important to the speakers of the language. 17. Syntactic Component (Oral Language Dev.-Stages of Development): -Consists of the rules that enable us to combine morphemes into sentences. -Ex. As soon as a child uses two morphemes together, as in "more cracker," she is using a syntactic rule about how morphemes are combined to convey meaning. 18. Pragmatics (Oral Language Dev.-Stages of Development): -Some language experts would add a fourth component: which deals with rules of language use. -Pragmatic rules are part of our communicative competence, our ability to speak appropriately in different situations. -Ex. in a conversational way at home and in a more formal way at a job interview. 32. Process (Guided) Writing (Writing Workshops-Balanced Literacy Framework): -Begin with teacher-directed lessons followed by time for students to write. -Teachers confer with students and guide their writing development. -Children engage in writing a variety of texts. Teacher guides the process and provides instruction through mini-lessons and conferences. -Members of Writing A-Z gain access to complete process writing lessons for a variety of text types or genres. 33. Shared & Independent Writing (Balanced Literacy Framework): -Day 4 in each Shared Reading Book's 5-Day Lesson Plan contains a shared writing activity, allowing students structured practice with specific skills. Find the 5-Day Shared Reading Lesson on each book's homepage. -Selected Leveled Books provide a Writer's Response activity for independent practice. Simply click on "With Writer's Response" in the filter options. -Poetry Writing Lessons provide a lesson plan, examples, and scaffolded writing worksheets for 11 types of poetry. -Shared: Teacher and children work together to compose messages and stories; teacher supports process as scribe. -Independent: Children write their own pieces, including narrative and informational texts 34. Word Work (Balanced Literacy Framework): -Has a goal of working with words to guide students to become more fluent readers and writers. -Components: (1.) Phonemic Awareness & Phonics, (2.) High-Frequency Words & Vocabulary 35. Phonemic Awareness & Phonics (Balanced Literacy Framework): -Help the youngest students learn letter-sound relationships. -Reading A-Z's Phonological Awareness Lessons and Decodable Books & Phonics Lessons along with flash cards, activity sheets, Sound/Symbol Books and Read-Aloud Books provide practice with words, phrases, sentences, and continuous text to build vocabulary and fluency. -Young children need to be taught that the words they say can be broken into parts, based on individual speech sounds, known as phonemes, and this phonemic awareness plays an essential role in sounding out and spelling words. -Teach students to notice, differentiate, think about, and manipulate sounds - from sounds of word to sounds of individual phonemes - during effective phonological awareness instruction. 36. High Frequency Words & Vocabulary (Balanced Literacy Framework): -Students build on a foundation of word knowledge by emphasizing word structure and vocabulary. -Students extend their vocabulary in order to apply it in the context of reading. -Reading A-Z's High-Frequency Words and Vocabulary resources provide practice with the most common sight words and familiar content vocabulary to quickly build students' reading vocabulary. -Additional 5-Day lesson plans for the vocabulary for each leveled book and access to customizable lessons for Academic Vocabulary are available on Vocabulary A-Z. 37. High Frequency Words (Balanced Literacy Framework): -Are the most commonly used words in printed text and over 50 percent of all text is composed of them. -Provide students with books or flashcards to practice memorizing high-frequency words. -Because many are phonetically irregular, tend to be abstract, have limited visual correspondence, or even easily understood definitions, students must memorize them to read quickly and fluently. 38. Vocabulary (Balanced Literacy Framework): -An understanding of word meanings is essential to high levels of reading comprehension and written expression, so students need to have many opportunities in the classroom to hear and use words in ways that promote vocabulary growth. -Visual tools and printable manipulatives help different kinds of learners enrich their vocabularies. -A large vocabulary opens students up to a wider range of reading materials. A rich vocabulary also improves students' ability to communicate through speaking, listening, and writing. 25. Balanced Literacy Models are Composed of Three Major Components (Balanced Literacy Framework): (1.) reading workshop (2.) writing workshop (3.) word work 39. Read Aloud/Modeled Reading (Balanced Literacy Framework): -Teacher reads aloud to the whole class or small groups. 40. What reading skills are taught within the Balanced Literacy Framework? (Reading Skills): -Concepts of Print -Phonological/Phonemic Awareness -Phonics -Fluency -Vocabulary -Comprehension 41. Concept of Print (Reading Skills): -Explicitly showing students the features of written language, including how books "work", how letters and words are used, and how text is organized serves as an important introduction to literacy. 42 Phonological Awareness (Reading Skills): -Phonological awareness involves the understanding that spoken language can be broken into smaller units: sentences into words, words into syllables, syllables into phonemes. -Phonological awareness is a broad term that encompasses oral language skills in rhyming, alliteration, sentence segmentation, syllable blending and segmenting, onset-rime blending and segmenting, and phoneme blending and segmenting. Instruction in phonological awareness provides the foundational skills for understanding the relationship between letters and phonemes