FTCE Elementary Education K-6

FTCE Elementary Education K-6 main idea Can be stated or implied. Code Emphasis approach Bottom-up. Letter-sounds are stressed. Reading instruction begins with words that consists of letter or letter combinations that have the same sound in different words. Meaning Emphasis approach emphasizes comprehension from the start Basal Reading A collection of students textbooks, workbooks, teachers manuals, and other materials and resources for reading instriction used in kindergarten through 6th grade, not individualized. Phonics Approach teaching reading by first teaching the sounds of each letter and of various letter combinations Whole word approach An approach to reading sating that people can directly connect the written word with the word's meaning. The whole-word approach argues against "sounding out" an unfamiliar word. Instead, readers should identify the word in terms of its context within a sentence. Language experience approach approach to writing instruction from personal experience; stories about personal experiences are written by teacher and read together until learner associates written form of word with spoken; can also be a group activity restating stories read by teacher Word consciousness learning activities that stimulate awareness and interest in words, their meanings, and their power - students enjoy words and are zealous about learning them Reading Experience Mercer and Mercer divided the reading experience into two categories : Word Recognition and Word and Idea comprehension. Characteristics of Good Readers 1. Think about what they are reading and formulate questions and answer them 2. Attempt to pronounce unknown words using analogies to familiar words 3. Establish a purpose for reading and make predictions 4. Confirm, make new predictions, and go back when things don't make sense during reading Stages of Writing 1. Prewriting 2. Drafting 3. Revising 4. Editing 5. Publication Responding to non-graded writing formative 1. Avoid using a red pen 2. Explain criteria in advance 3. Ask yourself if response is appropriate to assignment 4. Reread and note at the end if the student has met the objective 5. Response should be non-critical 7. Highlight areas you want to emphasis 8. suggest and encourage students to take risks. Teaching Styles a teacher's choice of emphasis, instruction, interactions, methods of communicating, and classroom mannerisms Task oriented instruction Teacher prescribes the resourses and indentifies specific performances cooperation centered student and teacher plan the course of study child centered student plans his or her own course of study subject oriented well organized content dictates the course of study learning centered combines child centered and subject centered emotionally exciting Teachers that teach with more emotion then with structure. socio-cognitive approach emphasises the importance everyday teaching a child receives from adults and older children. Both a child's environment and biological influences are important in development. Vygotsky primary psych. Different from Piaget because though child's social environment just as important as biological stages they pass through (Math)Describing characterizing an object (Math) Classifying sorting objects in terms of one or more criteria (math) Comparing Determining if sets are alike or different. (Math) Ordering Ex. sorting childen according to age. Herbivores an organism that eats only plants. Omnivores an organism that eats both plants and animals. carnivores Meat eaters Abiotic Factors nonliving parts of an ecosystem Producers organisms that make their own food consumers an organism that obtains energy and nutrients by feeding on other organisms or their remains.