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Definition
| Stage in which children begin to recieve formal instruction in reading and writing. Birth to age 5, when understanding that print as a means of understanding |
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Term
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| When a child changes from a nonreader to a begining reader same as emergent literacy |
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| written symbols for speech sounds |
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| Developmentally Appropriate |
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Definition
| instruction is individually appropriate (each child is unique) and age appropriate (sequences of growth and change during the 1st nine years that a teacher must consider, Skills necessary to comprehend the levels being taught |
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| Advantages of reading aloud |
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Definition
| all children benefit from being read aloud to at any age, very helpful to discuss, identify letters and words, and talk about meaning of words. arouses curiosity an dinspires kids to read children do as they see |
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| Sharing the task involved in reading, big books, parents to child, upper levels with hard books. |
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| Sharing the task involved in reading, big books, parents to child, upper levels with hard books. |
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| Neurological Impress Method |
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| teacher sits behind child both hold book and read together outloud teacher follows words with finger. |
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Term
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| words we see veryday should be learned and discussed. ex. MEN WOMEN CLOSED OPEN EXIT (daily signs) |
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| transition from speaking to writing and reading. Using predicatable books, books at childs frustration level |
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| becoming more independent in reading, writing and speaking. Middle 1st to late 2nd. |
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Term
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| learn to associate the 44 speech sounds with their visual representation. Pronounciation. |
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| spell the way it sounds using the rules they know |
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| use some letters correctly |
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| when student spells the word the way it sounds |
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Term
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Definition
| when student uses bothcorrect spelling and phonetic spelling |
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Term
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| children learn tools for decoding, figuring out, how to read and pronounce words they dont know immediately. help transfer skills to spelling |
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| visual learners may not read well by this method, rules don't always hold true |
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Term
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| breaking words into parts or syllables. By dividing words into syllables they can spell out the parts and pronounce larger words |
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Term
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Definition
| Using picture cues and previously read material to predict what word would make sense |
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Term
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| attention to sytax can increase comprehension. include grammatical hints, order of words, word endings,word functions, how a word works in a phrase sentence or passage |
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| when teachers support children of all ages by demonstrating guiding and teaching |
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Term
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Definition
ACTIVATING PRIOR KNOWLEDGE- make connections btw text and their lives or the larger world.
PREDICTING OR ASKING QUESTIONS-ask questions before reading to make meaning.
VISUALIZING-create pics in their head off of the words in the text.
DRAWING INFERENCES-take text and what they know to make inferences
DETERMINING IMPORTANT IDEAS-find essential ideas.
SYNTHESIZING INFORMATION-use new info with previous to interperet.
REPAIRING UNDERSTANDING-stop and clarify when confused.
CONFIRMING-confrim original predictions.
USING PARTS OF A BOOK- look at charts, diagrams,indexes, table of contents to understand.
REFLECTING-think about what they read. |
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Term
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Definition
| the ability to identify and support details and facts, main ideas, authros purpose, point of view, etc. |
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