Marissa Sheffield

April 9, 2013

EDC 360

Literacy Glossary

Policy Context

1. No Child Left Behind: Passed in 2001, this act stated that all children will be able to read, have fair and equl opportunity, and receive a quality education. Students are required to read proficiency in standards and assessments according to the state guidelines. Originally, this act was supposed to hold schools accountable for the students’ achievements and to close the reading gap through a high reading level by the end of 3rd grade.The NCLB was the reauthorization of the Elementary and Secondary Education Act of 1965. Also included is Title 1, which distributed money to schools with a high percentage of highly at-risk students.

2. Common Core State Standards: Standards that have defined benchmarks students need to learn in each grade level, and are divided as such. The Common Core teaches students the knowledge and skills they need to be successful in future classes with an emphasis on college preparation/career readiness (in terms of math and literacy).

3. SMARTER Balanced Assessment Consortium: This type of assessment develops assessments for future students through two assessment areas: English Language Arts (ELA), and mathematics. This is an electronic test that assesses the common core standards through performance task, technology, selected responses, constructed responses The assessment provides feedback on the students’ results. This feedback helps students achieve success by helping to improve teacher instruction by shifting towards the areas students need the most help.

4. National Reading Panel/Research: In 1997, began working with the U.S. Department of Education (ED) in establishing a National Reading Panel that would evaluate existing research and evidence to find the best ways of teaching children to read. It assesses the effectiveness of different approaches to teaching reading. The organizations use information to create tools for teachers and parents to use to teach the students.

5. Reading First: A federal education program in the United States mandated under the No Child Left Behind Act and administered by the federal Department of Education. The program requires that schools funded by Reading First use scientific-based reading instruction. Funding supplies teachers with professional development opportunities. The classrooms are provided with instructional and assessment tools that help apply scientific research on reading that helps ensure that all students will read well by 3rd grade. Five components make up the reading requirements of Reading First: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

6. MEAP: Stands for the Michigan Educational Assessment Program. Implemented by the Michigan Board of Education, this assessment uses a standardized testing approach to measure literacy accuracy and growth. The results are compared to local students and those across the entire state, and also help determine student progress and promote teacher accountability. The program is for students grades 3-9, and measures mathematics, reading, writing, and science. The assessment also looks at comprehension skills, writing composition skills, and understanding different genres of books.

7. MI Definition of Reading: The process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.

8. Response to Intervention: In education, response to intervention (commonly abbreviated RTI or RtI) is a method of academic intervention used in the United States to provide early, systematic assistance to children who are having difficulty learning. Identification of learning disabilities and behavioral problems are addressed, and by doing so improves the quality of instruction by providing these students with the best opportunities to succeed in a cultural and evidence based format. The methods include: screening, progress monitoring, data-based decision making, and multi-level prevention system. Student outcomes are improved when the methods are implemented correctly.

Assessment 9. Summative Assessment: Summative assessment (or summative evaluation) refers to the

assessment of the learning and summarizes the development of learners at a particular time. The assessment is used after the task is completed to check for understanding of material. In other words, a sort of “progress check” to see if students are ready to progress to the next grade. Some students may need to learn to adapt their learning to a teacher’s instructional style.

10. Formative Assessment: Formative assessment or diagnostic testing is a range of formal and informal assessment procedures employed by teachers during the learning process in

order to modify teaching and learning activities to improve student attainment. These formal and informal assessments build upon the student’s prior knowledge base.

11. Formal Assessment: A standardized form of assessment is given a numerical score or grade based on student performance. Formal assessments are data driven, determining if a student is below, at, or above average by comparing to others based on grade and age. The assessment focuses on selected response, multiple choice, constructed response, short answer, essay questions.

12. Informal Assessment: A form of assessing student knowledge in open-ended ways without the need of formal testing measures. Students are given a wider range of options express the understanding of knowledge. Such ways include group discussion, individual discussion, and assessing authentic connections to the real world. However, not every method used in the informal category is authentic-based.

13. Screening: A method of checking if students fall into the “at-risk” category, and a starting point if further evaluation or a diagnosis is needed. Every student is screened through this administered test to check for reading difficulties, hearing impairment, and effective reading assessment with a report. Such types of screenings include the MLPP, DIBELS, Informal Reading Inventory, and Developmental Reading Assessment.

14. Diagnostic: Criterion-referenced tests that are not compared to other students. These are given before the instruction and focus on one specific content area. By implementing this pre-instruction test, teachers can determine a student’s prior knowledge and can help develop better lesson plans to address each student’s individual needs. Categories such as print awareness, phonological awareness, word recognition and analysis, spelling, and silent reading comprehension are used to assess the student’s prior knowledge base.

15. Monitoring: An assessment linked with instructional interventions. Monitoring is done throughout a lesson to generally assess each student in the comprehension area by checking if any progress is being made. This strategy helps identify any students that are behind the rest of the class.

16. MLPP: The Michigan Literacy Progress Profile. Teachers use this to determine and document student literacy development. The purpose is to improve student learning opportunities through a collection of tests to ensure the all students are reading at grade level by 4th grade.

17. DIBELS: Dynamic Indicators of Basic Early Literacy Skills. Assessments in the form of one-minute tests that are used to check reading for fluency in students. This collection of small tests (running records, phonemic awareness, etc.) is used regularly to monitor literacy development in student acquisition of literacy skills. Some schools use the DIBELS program because of its help to maintain a progress report of each student, but not all schools participate in its use.

18. Informal Reading Inventories: An informal reading inventory is a tool that assists in determining the reading strengths and weaknesses of an individual student. It is important for every teacher to know if their students can comfortably read the texts used in their class or if they need additional assistance. IRIs are textbook selections of 100 words that teachers listen to the student read and mark what students read incorrectly. After the reading, the teacher asks questions that focus on text content, and analyze the findings based on miscues and incorrect answers.

19. Rubrics: A document that students may use to help understand the assignment according to specific guidelines. These guidelines (subtopics) explain the different areas in which students will be graded according to the quality of work in each section. Rubrics help to differentiate between quality levels in each letter grade. Ideally, rubrics have no bias when scoring each student.

a. Used to judge a child’s performance b. Gives a score and tells what the score means c. Differentiates between levels of quality d. Provides scale of possible points e. Either longitudinal or task specific f. No biased scoring

20. Running Records: A method of assessing a student to see how much they can read. Typically, students are given 1 minute to read a passage while the teacher marks the types of errors the student makes and the accuracy of which they read. Scoring and assessment of reading level take place after the running record is finished. The text itself usually pertains to class content.

21. Miscue Analysis: An analytical procedure for assessing student's reading comprehension based on samples of oral reading. Teachers can identify which cueing systems a student is using based on what is viewed from the miscue analysis. This analysis is based on the idea that students' mistakes while reading are not random errors, but their attempts to make sense of the text with their experiences and language skills. By focusing on what

the student cued correctly, teachers can help students build new strategies (such as substitution, taking words out, or repeating words) onto their current reading strategies.

22. Retelling: A form of assessment where the teacher asks students to retell what they have read in their own words. This checks for comprehension and is used by students to build upon their literacy skills.

23. Portfolios: An assessment form that learners do together with teachers, and are an alternative to the classic classroom test. The portfolio contains samples of the learner's work and shows growth over time. Within the portfolio, students can maintain any type of work – this involves the students in the choosing process.

Literature and Texts

24. Basal Reader: Textbooks used to teach reading and associated skills to schoolchildren. Commonly called "reading books" or "readers," they are usually published as anthologies that combine previously published short stories, excerpts of longer narratives, and original works. These books are specifically designed to work with a series of readings, worksheets, and activities which the Teacher guides with pre-planned lessons.

25. Trade-book: A book (not published by any textbook publisher) for the distribution to the public. These are distributed and cater to general interest in any genre of book. Trade-books can be found at places such as bookstores.

26. Texts: Types of readings. All texts, in the education setting, are used to support reading and literacy growth with valuable and reliable content. The students must learn to use the various types through oral, visual, and written components of learning.

27. Genres: A type of literature that students can read. All genres of books help students to broaden their knowledge base to become more well-rounded individuals through learning the guidelines for each type. Literature genres include poetry, fiction, narrative, nonfiction, and song lyrics.

28. Fiction: A genre of literature that uses imaginary (not real) events and people to make fantastical texts. These texts may be realistic to fiction, aesthetically pleasing, and relate to daily life, but are hyperbolized in a way that makes them fiction.

29. Nonfiction: A genre of literature that uses factual information with real events and people. Nonfiction is often in the form of a textbook , and may be used Nonfiction is

often in the form of a textbook , and may also be used in picture-book format. The text itself can be expository or narrative, and builds upon knowledge of a specific subject.

30. Narrative: In terms of education, spoken or written accounts of connected events, usually in story form. Narratives can be fiction or nonfiction, and teaches the use of quotations for scenes of dialogue.

31. Expository: Text used to explain, inform, or describe difficult material to students with no prior knowledge or understanding.

32. Aesthetic: Text that makes the reader focus on how they feel. Aesthetically pleasing texts are texts that the readers freely select based on personal meaning. In other words, these texts are read for the sole purpose of enjoyment.

33. Efferent: Information-based texts, such as a textbook. Efferent texts are used primarily for finding facts and are mainly informational.

34. Leveled Texts: Grouped together based on difficulty, and are assigned to student-readers accordingly based on needs (e.g. concentrating on fluency and comprehension). Students can receive instructional help while reading, or can read the texts independently. It is important to remember not all students will learn with the same text. Leveled texts are NOT used to focus on the decoding strategy.

35. Predictable Texts: Text that uses repetition in language via sequences, rhythms, and rhymes. This strategy is used to help early readers to predict later parts of the text in ways the students find enjoyable.

36. Text Structures: The way in which a text is organized. Students need to be able to understand why texts are organized in different fashions. Students who learn about text structure can learn how to use all features of a book and develop new vocabulary.

37. Readability Level: The estimated difficulty of a book for students. Readability levels help guide students’ choices by helping them select appropriate books for better understanding. A text within a student’s reading range can facilitate a higher level of confidence and understanding, which improves overall reading ability.The goal is to extend the students’ reading abilities, not to hinder them.

38. Considerate Text: Text that takes the reader into account. Also known as reader friendly, considerate text pertains to individual grade levels and is organized as such. Components of considerate text can include clear titles, visual aids, and stating the main ideas within the text. Characteristics include text structure (e.g. chronological order, cause and effect, etc.), coherent writing via making text to self or text-to-text connections, and audience awareness such as student needs or comprehension of the text.

Literacy and Language Arts

39. Non-Literate: A term used to describe a group of people who cannot read or write, such as a community or society.

40. Literate: A term used to describe those that have the functional ability to read and write. Not all cases of literacy include text – others can be mechanically literate and understand how to fix a car. Oral and visual literacy are other types as well.

41. Illiterate: A term used to describe those unable to read and write. The term illiterate applies to individuals rather than societies or whole-groups.

42. Alliterate: A term used to describe people that are literate, but do not read or write. People within this category do have the ability to read and write, but choose not to.

43. Cultural Nature of Language and Literacy: Language is used to communicate with others. Language is used to express thoughts and emotions through different mediums and styles, such as phone calls, stories, poems, or letters. Three important aspects of Cultural Nature of Language and Literacy include the registers of language, discourse patterns, and structure of expressions – all of which play a role in how people are perceived in the literate society.

44. Socioeconomic Influences on Language and Literacy: Depending on socioeconomic status, individuals may have various accents/dialects in their language patterns, which in turn affect Language and Literacy. The family setting is the major determining factor when looking into socioeconomic influences, because the child learns and models what they witness the parental figures doing (e.g. the parents rely on others to read/write for them, the child may grow up with the same expectation). What the children acquire is a varied level of language importance in everyday life based on the emphasis parents had on literacy (some cultures/family units do not see the importance to read and write). In this sense, money is not the issue; it may be that others in the poverty setting wish not to integrate into “mainstream” society.

45. Registers of Language: Within a language, there are five registers. First, frozen, is consistent and does not change. Formal is used in a more professional environment, such as school or work, and is how the language is written and presented. Consultative focuses on using formal register within conversation. Fourth, causal, is an informal register that is used with friends and acquaintances. Finally, intimate, is used when speaking to significant others, such as a spouse or family members with a very strong bond, such as twins.

46. Discourses: Used to construct different ways to read a text. Such methods can include structure, patterns within a text, or even the way information is organized. Discourse includes primary and secondary levels, in which – first – language is acquired, and secondly, language is applied to a societal context to function within the society.

47. Emergent Literacy: Usually occurs when individuals begin to make connections and interact with texts. At this stage, readers are typically very young. They can recognize familiar words and sounds and enjoy and understand predictable books. These young readers use what they understand about speaking and listening and apply it to the text.

48. ELL: Refers to English Language Learners. People in this category used to be called ESL (English as a Second Language) students, but English is not technically a second language in some homes (some teach native language and English simultaneously). By establishing culturally relevant examples for class lessons, teachers can manage the disconnection between the average student and ELLs for a higher facilitation of learning.

49. Oral Literacy: Refers to the speaking and listening components of overall Language Arts categories. Accents and dialects are taken into account to be more inclusive with those that may have variations.

50. Aural Literacy: Specifically refers to hearing. Learning through aural literacy includes any kind of audio where students listen and are able to process the context of the audio.

51. Visual Literacy: Refers to how the individual creates meaning from visual stimuli. This also includes visual interpretations of texts, reading for what is conveyed through images, and if students can build off of images through stories – verbal or written.

52. Language Arts: A subject taught to students that encompass five main areas of reading, writing, speaking, listening, viewing, and visual representations. Students must read to create meaning from written symbols, write to create meaning with written symbols, and listen to take in information and increase in vocabulary and comprehension. In terms of speaking, students look at the social aspects; learn new information, student-led discussion, and participants in the lesson. Viewing uses mass media, such as internet sites

or global news, and factors these sources into student learning. Visual representation uses images to help students find meaning and represent what they have learned.

53. Content Area Literacy: Refers to a student’s reading and writing abilities within various content areas. Specific areas are represented better via different types of literacy. For example, if a student were literate in biology terminology, their reading and writing will reflect their ability.

54. Integrated Language Arts: The components of reading, writing, listening, and speaking all operate together. All components are part of daily life – none of them can be isolated. All of them are integrated together.

Language/Language Development

55. Cueing Systems: Used to help a reader determine the meaning of a text. Cueing systems help combine knowledge on structure of language, word meaning, and sounds and symbols.

56. Phonemes/Phonetic System: Known as a sound system that helps to distinguish one word from another. By recognizing these sounds, students are able to decode words and learn the rules about the phonetic system. Students can learn specific pronunciations based on their cultural setting or area in which they live. Before students are aware of the phonetic system, they use inventive spelling – meaning they spell based on what is heard.

57. Morphemes/Morphemic System: The smallest individual units of language. Adding morphemes to words is a way to change the word’s meaning through the use of prefixes (added to the beginning of a root word) and suffixes (added to the end of a root word).

58. Semantic System: The system of meaning in speech. As the individual’s vocabulary increases, so does the knowledge of each word’s meaning, and can begin to understand multiple meanings for each word.

59. Syntactic System: The structure of language in the form of word order, sentence structure, the way words are used in the sentence, and grammar usage. Structure can vary for each language.

60. Pragmatic System: A system of language that is practical and realistic. The pragmatic system is determined by a culture or context that delves into the formal compared to informal speech, such as where, when, and who determine the use of these two registers.

61. Structural Analysis: A way of determining the meaning of new words through identification of familiar parts. Word components such as the root word, prefixes, or suffixes may help identify the new word. (E.g. How “done” changes to “undone”).

62. Phonemic Awareness: A subset of phonological awareness in which students are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. This has nothing to do with phonics or written language.

63. Figurative Language: A way of speaking that refers to words, and groups of words, that exaggerate or alter the usual meanings. Figurative language includes analogies, metaphors, and similes.

64. Syntax: The structure of sentences. This is a part of grammar that examines how words are arranged in a sentence, and if they are assembled correctly.

65. Phonics: A method of teaching students reading. Phonics looks at the relationship between speech sounds and the letters that represent them (phonemes and graphemes). In very early stages of reading and writing, students may “sound out” words.

66. Vocabulary Development: The process through which new words are acquired. The development of the vocabulary is affected by how literacy is used in the person’s life.

67. Fluency: Being able to read text by automatically recognizing words. Fluency is the bridge to comprehension where students can make connections to the text, understand the concepts/main ideas being emphasized, and can work towards challenging texts.

68. Word Identification: Decoding skills used to identify words. One such way might be students see a word and know what the word is and means.

69. Decoding: The ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Students may utilize the strategy of sounding out words, or breaking them up into pieces to discover meaning.

70. Sight Words: Also known as high frequency words, they appear most frequently – and repeatedly – in a text. These words can be recognized almost instantly. There is no way to decode these words due to their simplicity in most cases.

71. Encoding: Turning of sounds (speech) into the forms writing and spelling.

72. Comprehension: How well material being addressed was understood. Students may use prior knowledge and the new information to construct meaning. Factors that aid comprehension are the type of reader, the text, and the purpose/meaning of the text. The five processes of comprehension are microprocesses – chunking sentences to create meaning, integrative – making connections and relationships, macroprocesses – looking at the entire text structure for the most important information, elaborative – inferences and predictions, and metacognitive – skills and strategies used.

73. Developmental Continuums: The pattern of overall development and how learners continue progressing. These look at what children are capable of, and why they are capable to construct future literacy plans to assist in development. The literacy plan helps the student view how to construct and communicate meaning via language.

74. Self-Monitoring: The individual ability to self-check for comprehension of text. This instructional strategy increases the student’s independence through understanding when their reading makes sense, and, more importantly, when it does not. If the student has learned this strategy, a broader range of texts can become available to them.

75. Self-Correction: Occurring while students are reading, they are able to re-read mistaken parts correctly. Students may immediately re-read the word, or finish the sentence before returning. Teachers, during running records, make note of when students self correct by the “SC” mark next to the mistaken word. This strategy is learned over time by the student with assistance from the teacher.

76. Reading Process 5 Stages: The first stage is pre-reading, which is a book talk or initially selecting a text to read. Stage two, reading, can occur independently, in groups, or with partners. Next, responding is begun after finishing the text in the form of a reading journal or book club discussion group. Exploring brings the class back together for discussion of main ideas or important aspects of the reading students may have found. Finally, the students apply what they have read through assignments/projects that are related to the reading.

77. Writing Process 5 Stages: Students begin with a prewriting stage for brainstorming a topic, a writing plan, and their target audience. Once these items are complete, students move into the drafting stage to record their thoughts through their brainstorming plan. Once the draft is completed, students move to the revision stage to correct mistakes (grammar and wording). Once revisions are complete, students edit their final drafts for teacher correction. Finally, students enter the publication/sharing stage to obtain feedback and share writings with peers.

Instructional Approaches

78. Reading Wars: The educational and political debate that compares the phonics and whole-language approaches and which is best for helping students become literate. Both parties have extensive research to support their claims, yet there is no one “true” answer. The phonics method looks at decoding text, whereas whole-language leans towards constructing a personal meaning for each student.

79. Whole Language: A method of teaching children to read at an early age that allows students to select their own reading matter and that emphasizes the use and recognition of words in everyday contexts. Whole-language views language as something that should not be broken down into pieces like the phonics method believes.

80. Balanced Literacy: A curricular methodology that integrates both the phonics and whole-language approach. Assessment-based planning is at the core of this model. The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. The reading components consist of read aloud/modeled reading, shared reading, guided reading, and independent reading. The writing components consist of modeled writing, shared writing, guided writing, and independent writing.

81. Reader Response Theory: Emphasizes the relationship between the text and reader. The focus shifts away from what the author is conveying. The theory looks at how the reader uses various ideas to interpret a text through different lenses.

82. Critical Literacy a. Ability to actively read a text b. Active learning promotes deeper understanding c. Understand and question the author’s beliefs and attitudes d. Questioning issues of power within our society e. Bringing outside world into the classroom to analyze a text

83. Whole Word Approach a. Understanding that a word represents a thing b. Different than phonics approach c. Master each word as a whole before decoding it d. Introducing words as whole units e. Not breaking them down into parts

84. Differentiated Instruction a. Matching learning strategies to abilities b. Grouping students at similar level or need c. Flexible and groups constantly changing to meet various needs d. Must observe and assess student before being put into a group e. Must be aware of needs child needs in order to improve literacy skills

85. Guided Reading a. Small group instruction b. Children reading at similar level of text c. Teacher support and instruction d. Teacher selects the book and introduces it to students e. Students read it and discuss it

86. Reading Workshop a. Way to structure reading with whole class b. Students choose own books to read c. Time for reading independently d. Creates more meaning e. Creates a love for reading f. Learn about self and can select appropriate books

87. Writing Workshop a. Use writing processes to create own works b. Student interest and choice c. Individual work d. Work is meaningful e. Includes writing, sharing, mini-lessons, reading aloud

88. Read Aloud a. Oral reading b. Whole class instruction c. Can be teacher led

i. Comprehension ii. Retelling

iii. Tracing d. Can be student led

i. Sharing ii. Taking turns

e. Can be led by both i. Echo reading

f. Work on certain skills i. Listening

ii. Focus

89. Shared Reading/Writing a. Whole group, small group, buddies, or individuals b. Big text all children can see c. Students may join in, in the reading d. Teacher writes while discussing the processes e. Children share their ideas f. Creating text together

90. Modeled Reading/Writing a. Teacher is doing the reading and writing b. Teacher is demonstrating c. Introducing students to strategies and skills d. Much support, teacher doing all the thinking e. In whole groups or small groups

91. SSR/DEAR a. Drop everything and read b. Self selected reading c. Time for choice and independent reading

92. Four Blocks a. Created by Dr. Patricia Cunningham b. Balanced literacy framework c. Develop reading, writing, listening, and speaking skills d. Not just one way to teach literacy e. All can read and write without being labeled and put into groups

93. Mini-lessons a. 10 to 20 or 15 to 30 minute lessons b. Direct instruction on how to use a literacy skill c. Focus on one goal

i. Why important to use skill/strategy d. How to go about applying it through

i. Modeling, explanation, practice e. Meaningful by making connections f. Is the part in the whole-part-whole approach for teaching skills and strategies

i. Read and respond to text

ii. Focus on skill or strategy iii. Return to text with project

94. Literature Circles/Book Clubs a. Placing children into groups to read, discuss, and analyze a piece of text b. Can be an individual choice of a book c. Four components to this

i. Readingii. Response journals

iii. Student-led discussion iv. Community share

d. Group makes decision on reading and responding e. Based on interests and abilities so groups may change f. Groups meet independently or with teacher g. May last from 2-3 weeks

95. Reading Recovery a. Intervention for students b. Students that have low literacy rates c. Instructional methods with professional development for teachers d. Train teachers e. Monitor student’s progress

96. Direct Instruction a. Giving children precise instructions b. Giving demonstrations c. Each step explained to student d. No questions arise, no confusion e. Teacher not student led instruction

97. Language Experience Approach a. Method of learning to read and write b. Using student’s own words to help them c. Student draws and teacher writes underneath what drawing represents d. Students will begin to write the words on own e. Meaningful experiences f. Vocabulary growth

98. D.O.L. a. Daily oral language b. Learning grammar, punctuation, and spelling

c. Material presented overhead and is discussed d. Students must go through and find errors in the sentences e. Must correct the errors f. Scheduled time each day

Teaching Strategies (examples and age)

99. Teaching for Phonemic Awareness a. Break up words by clapping or tapping b. Keyword substitution activities c. Asking to repeat first and second sounds

100. Teaching Phonics/Word Study a. Going over consonant sounds b. Going over vowel sounds c. Create sentences using words can sound out d. Teach one sound at a time e. Teach consonants and short vowels first f. Later add in consonant blends and long vowels

101. Teaching Sight Words a. Don’t typically have letter sound relationship b. Teach words that appear most often in text before reading it c. Practice, repeat, and repeated exposure to learn them

102. Pre-Reading Strategies a. Be focused and listening b. Selecting appropriate text c. Predicting what text will be about

103. During Reading Strategies a. To keep in mind the pictures b. Adding on to previous knowledge c. Noticing patterns

i. Playing with language d. Figuring out words e. Visualizing

104. After Reading Strategies a. Retell what happened in the story b. Ask questions to go over comprehension c. Organizing ideas d. Making connections e. Revising meaning f. Summarizing

105. Teaching Reading Comprehension a. Ask questions relating to main idea at end of text b. Ask child to retell the story c. Tell them to use knowledge of world to make sense of text

d. Pictures help to what the story will be about 106. Teaching Writing

a. Instill writing way to express self b. Teach various forms such as poetry and rules c. Teach rules of grammar and sentence structure

107. Teaching Spelling a. Teach to sound out words b. Notice differences and similarities between words c. Teach them suffixes and prefixes to determine meaning d. Must know letter sound relationships orally before writing them

108. Teaching Speaking a. Teaching how to pronounce words b. Teach speech sounds and patterns c. Differences in formal and informal speech d. Presenting in front of the classroom e. Real life situations that must be communicated f. Having class discussions g. Meaningful tasks to promote oral language

109. Teaching Listening a. Form of respect b. Need to listen in order to learn from others and teacher c. Hand signals representing to be quiet d. Say open up your ears before beginning to read e. Relating, predicting, retelling f. Keep open mind g. Make sure to listen to the student h. Providing feedback so know listening

110. Teaching Literature a. Summarize what happens in the story b. Describe characters and events c. Discuss how feel about book and authors intent d. Ask how relates to life e. See how certain words like adjectives created the mood f. Dissecting the story g. Discuss use of language